Group Admins
Description
Session Description
In current K-12 (primary and secondary school) learning contexts, there is great potential for research that examines the expansion of learning beyond formal learning environments where digital networks can support all learners in accessing people, resources and experiences that were previously out of reach. Within a global learning ecosystem, learning occurs in a variety of ways, including through communities, networks inside and outside formal classroom walls (Siemens, 2005), and goes well beyond formal learning environments (Paniagua and Istance, 2018). Using a design-based research (DBR) approach, this research examines how Canadian grade ten (secondary) students and their teacher expanded learning from formal to informal environments and spaces using the open learning design intervention (OLDI) framework (Roberts, 2019) to support the development of open educational practices (OEP). The development of the OLDI disassociates this research from previous open pedagogy research which examined the influence of access to open resources on student learning, rather than an emphasis on the significance of open learning for learners. This study builds upon an analysis of research on developing open learning practices (OEP) and describes and evaluates the impact of OEP in high school (secondary) learning environments to inform OEP design principles to support all learners in multiple learning context.
The expansion of open learning depends upon transformative designs that account for personally relevant learning pathways in which learners collaboratively and individually share learning experiences; designs that encourage communication of meaning through multi literacies; designs that blend curriculum and competencies; and, designs that promote community and networked interactions with other learners and nodes of learning from multiple cultural perspectives in digital and analog context. Based on this study, the updated OLDI framework includes four stages supported by constant reflective practice. This study posits that open learning is not a learning process focused on creating products, per se, but is instead a highly contextual social constructivist learning process that is dependent on learners to connect and interact with other nodes of learning in order to expand their personal learning experiences and environments in diverse spaces.
After a brief overview of the OLDI framework and research context, the participants will be encouraged to remix and annotate the CC licensed open learner readiness rubric. The rubric, which was collaboratively created throughout the research, can be used as a formative assessment tool to reflect upon personal, peer, student and instructor open learning readiness in multiple learning contexts. The feedback and discussion will build upon the current open learner readiness rubric and be shared with participants before and after the presentation.
References
Paniagua, A. & Istance, D. 2018. Teachers as designers of learning environments: The importance of innovative pedagogies, educational research and innovation. OECD Publishing, Paris.
Roberts,V. 2019. Open Educational Practices (OEP): Design-based Research on Expanded High School learning Environments, Spaces, and Experiences. (Doctoral dissertation). PRISM Werklund School of Education, University of Calgary, Calgary, Canada.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), pp. 3-10.
