Expansive Framing for Productive Disciplinary Engagement and Generative Online Learning

• In Event: 31.012 - Cross-Cutting Session 3. On Measuring and Evaluating Education: Why Culture, Context, and Ways of Knowing Matter

Abstract

This paper summarizes a program of design-based research to advance online learning using expansive framing (versus typical bounded framing), productive disciplinary engagement, and situative approaches to assessment. A comprehensive approach for designing learning and assessment environments is presented in the context of a graduate education course that has been taught and refined over the last decade. New evidence considers (a) whether adjuncts can successfully implement expansive framing, (b) which feature most readily support expansive framing, (c) which aspects of expansive framing are most prevalent, and (d) the relationship between expansive framing and course achievement. The paper also considers how this approach might address the challenges of educational equity and social justice, with a focus on teaching in a “post-truth” era.

Authors

• Daniel T. Hickey, Indiana University

• Grant T Chartrand, Indiana University - Bloomington