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Towards a Institutional Architecture of Participation for Embedding Learner-Centric Hybrid Learning Processes

This paper identifies and discusses a set of conceptual issues relating to institutional strategies for enabling the embedding of learner-centric hybrid learning processes within educational institutions. Starting with the Ecology of Resources model of learning, we identify "filters" that limit the adoption of new and hybrid learning processes in formal contexts. The related "boundary" issues of the Theory of Learning for the Mobile Age, are then discussed from a Learner-Generated Contexts Research Group perspective. This enables us to demonstrate that the Open Context Model of Learning could provide a framework by which a co-creation model of learning might enable learning processes, which bridge these traditional learning boundaries. We conclude by arguing that by using an Organizational Architecture of Participation we can identify system processes by which institutions can recognize and mainstream hybrid learning processes and in so doing become "adaptive."