Open Educational Practices: Design-Based Research on Expanded High School Learning Environments, Spaces, and Experiences

Roberts, Verena

doi:10.3102/1580255

Cited by 1 publication

(6 citation statements)

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“…The comparison of the findings in this research study to Hegarty’s (2015) attributes contributed to the final version of the OLDI framework (Roberts, 2019). By extending upon Hegarty’s (2015) attributes of open pedagogy, the research provides a new lens from which the contextualization of open learning in high school learning contexts is an original contribution to open learning research.…”

Section: Conceptual Framework For Open Learning Designs In K-12mentioning

confidence: 81%

“…This DBR contributes to research on open learning and OEP providing a K-12 lens while contributing to the emerging research in OEP by providing considerations which to support open learning design. The following principles of open learning design in any learning context can be considered: Open learning is dependent upon the opportunity for learners to co-design personally relevant learning pathways. Learners collaboratively and individually share their learning experiences through open and closed feedback loops that include multiple people, spaces, perspectives, experiences and nodes of learning. Learners need to transparently demonstrate their learning in personally meaningful ways that integrate curriculum and competencies. Open learning occurs through stages and continuums and is a personal learning experience that transcends formal learning environments. Open learning emphasizes the learning process to build upon and share community knowledge (Roberts, 2019, p. 263). …”

Section: Discussionmentioning

confidence: 99%

“…Open learning emphasizes the learning process to build upon and share community knowledge (Roberts, 2019, p. 263).…”

Section: Discussionmentioning

confidence: 99%

“…Most importantly, open learning in K-12 learning environments is also characterized by safe, student-centered learning where an individual learner’s voice and choice is respected within a participatory networked learning culture which emphasizes equity, collaboration and interactions between learners, mentors and other nodes of learning (Bali et al , 2020; Barth, 1969; Cronin, 2017; Jordan et al , 2017; Paniagua and Istance, 2018). t cultural perspectives (Roberts, 2019).…”

Section: Conceptual Framework For Open Learning Designs In K-12mentioning

confidence: 99%

“…The expansion of open learning depends upon designs that account for personally relevant learning pathways. Based on this study, the updated OLDI framework, described in more detail in Roberts (2019), includes four stages that are supported by constant reflective practice (Figure 2).…”

Section: The Open Learning Design Intervention Frameworkmentioning

confidence: 99%

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Open learning design for using open educational practices in high school learning contexts and beyond

Roberts

2022

JME

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Purpose There is a need for research that examines how digital networks can support all learners in open access to people, resources and experiences that were previously inaccessible in K-12 learning contexts. This study aims to examine the potential of open education theories and open practices in high school learning environments. Design/methodology/approach Using a design-based research approach, this study used the open learning design intervention framework to examine the experiences of a researcher, a teacher and Grade 10 students who expanded their learning from formal to informal learning environments by integrating open educational practices (OEP). The research occurred through three specific phases with iterative cycles that were responsive to research participants and data analysis at each phase. Findings The key findings suggest that open learning in high school is dependent upon opportunities for learners to co-design personally relevant learning pathways. The emerging design framework highlighted the need to emphasize the complexity of the students’ lived experiences in connection with the curriculum (formal learning environments) to promote a diversity of perspectives and shared connections (in informal learning environments). Second, learners need the opportunity to share their learning experiences collaboratively and individually by transparently demonstrating their learning processes in relevant ways and open practices provide the digital and community spaces to share knowledge. Finally, open learning occurs through stages and continuums and is a personal learning experience that transcends the boundaries of formal learning environments. Originality/value This study expands the current conceptual framework of open learning design by contributing a K-12 lens from which to consider the potential of OEP to promote personal learning pathways. Although the research considered a K-12 context, the OLDI Framework can be extended upon and used in any open learning design context including higher education.

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Section: Conceptual Framework For Open Learning Designs In K-12mentioning

confidence: 81%