In terms of Open Pedagogy some of tne bring up a lack of structure anf the need of domain specific knowledge. This is especially true in subjects will well restricted learning, like math. When there is a specific solution to make something true.

The idea of greater student choice is not one absent of constraints. In fact by limiting choice you may spark creativity. A blank page is a daunting task.

One model for blending the situated nature of knowledge and learning is Cognitive Apprenticeships. In apprenticeship learning target skills are not only continually in use by skilled practitioners, but are instrumental in completing meaningful tasks with the apprentice.

In a cognitive apprenticeship learning of skills and knowledge gets embedded in social and functional context. The learner requires extensive techniques to encourage the development of self correction and monitoring skills. Basically you design cognitive apprenticeships “to teach the process experts use to handle complex tasks.”

References:

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. 1989, 18(1), 32-42.

Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American educator, 15(3), 6-11.

Collins, A. (2013). Cognitive apprenticeship and instructional technology. In Educational values and cognitive instruction (pp. 121-138). Routledge.

Dennen, V. P., & Burner, K. J. (2008). The cognitive apprenticeship model in educational practice. In Handbook of research on educational communications and technology (pp. 425-439). Routledge.

Duncan, S. L. (1996). Cognitive apprenticeship in classroom instruction: Implications for industrial and technical teacher education.

Ghefaili, A. (2003). Cognitive apprenticeship, technology, and the contextualization of learning environments.fC Journal of Educational Computing, Design & Online Learning, 4(1), 1-27.

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