Atvirojo mokymosi idėjos įgyvendinimo aukštojoje mokykloje patirtis

• Linkaitytė, Giedra-Marija
• Jakubauskaitė, Vaida

LTStraipsnyje analizuojama atvirojo mokymosi idėjos įgyvendinimo aukštojoje mokykloje patirtis. Straipsnio autorės remiasi M . Lukšienės nuostata, kad atvirumu siekiama kurti atvirą žmogų, per jį - atvirą kultūrą , M. F. Paulseno atvirojo mokymosi teorija bei M. Coomey'aus ir J. Stephensono, R. Karjalaineno ir E. Niemio mokymosi paradigmų kaitos modeliais. Darbe pristatomi universitetinių studijų programos įgyvendinimo scenarijai ir empirinio studentų mokymosi patirties tyrimo duomenys. Gauti rezultatai patvirtino, kad įvertinus turmą mokymosi patirtį ir vadovaujantis mokymosi atvirumo dimensijomis (turinio, laiko, erdvės, tempo (mokymosi spartos), erdvės ir prieigos), galima projektuoti nuoseklų perėjimą nuo tradicinio mokymo prie atvirojo mokymosi. [Iš leidinio]Reikšminiai žodžiai: Atsinaujinimo ir atvirumo principai; Atvirasis mokymasis; Tradicinis mokymas; Renewal-openness principle; Open learning; Traditional learning.

ENThe article deals with the experience as concerns the realization of the idea of open learning at the institution of higher education. The authors of the article aim at drawing a parallel between M. Lukšienė's philosophical and modern theoretical open learning insights as t he basis for the analysis o f the experience o f open learning at the institution of higher education, and, for this purpose, refer to M . Lukšienė's (2000) v i ew that openness contributes to the creation o f an open person w h o consequently contributes to the creation of open culture , M . F. Paulsen's (2003) open learning theory, and M. Coomey and J. Stephenson's (2003), R. Karjalainen and E. Niemi's (2000) model of the shift of learning paradigms. The article presents the scenarios of the realization o f university study programmes and the data of the research on the student learning experience. The obtained data revealed that the experience of university student open learning is different. Therefore, the teachers are to pay particular attention to the individualisation of the learning process, and open the learning by employing the dimensions of contents and Access. The results of the research supported the theoretical insights that open learning is the means for the realization of renewal-openness principle in practice with the main emphasis on the student by providing him / her with the possibilities t o develop the skills of independent learning, communication and cooperation, and with the freedom of choice where, when and how to study. Traditional university study process is being opened on the basis of six dimensions: contents, time, space, learning pace, medium and access.The nature of openness should be evaluated on the basis of the criteria revealing all the six dimensions. Didactically the study process can be renewed by employment of three scenarios: traditional, distant, and open. The employment of the traditional learning scenario in the process o f study organisation could be intended for teaching specific subjects; the distant learning scenario for independent studies and performance of teacher assignments or employment of the specific medium; the open learning scenario for self-directed studies. Practically, the teachers might profit from the authors' insight that the shift from traditional teaching to open learning can cause confusion and conflict. In pursuance of avoiding this, the initial stage of the learning process planning should include the evaluation of the experience of students who start their studies. The evaluation of the skills of learning could allow choosing study scenarios to ensure consistent shift from one study scenario to another. [From the publication]