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

Abstract

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.

Space, Education, and Inclusion

“…One of the concerns that has been raised with learners working more openly is that they may not feel comfortable sharing work in progress or ideas where they could be open to scrutiny and, perhaps more troubling, be exposed to negative responses or hostile behaviors by online trolls. Consequently, as some research suggests (Roberts, 2022;Werth & Williams, 2021), learner autonomy and choice, as well as digital literacy (including managing privacy and data) should be incorporated, for both students and instructors who may need to provide supports and modeling. In this case, though able to personalize their blog space through theming and adjust their privacy settings (from fully open to fully private), many learners did not take advantage of this functionality.…”

Space, education, and inclusion

“…One of the concerns that has been raised with learners working more openly is that they may not feel comfortable sharing work in progress or ideas where they could be open to scrutiny and, perhaps more troubling, be exposed to negative responses or hostile behaviors by online trolls. Consequently, as some research suggests (Roberts, 2022;Werth & Williams, 2021), learner autonomy and choice, as well as digital literacy (including managing privacy and data) should be incorporated, for both students and instructors who may need to provide supports and modeling. In this case, though able to personalize their blog space through theming and adjust their privacy settings (from fully open to fully private), many learners did not take advantage of this functionality.…”