Open Learning Design for Using Open Educational Practices in High School Learning Contexts and Beyond

Autor/in	Roberts, Verena
Titel	Open Learning Design for Using Open Educational Practices in High School Learning Contexts and Beyond
Quelle	In: Journal for Multicultural Education, 16 (2022) 5, S.491-507 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-01-2022-0019
Schlagwörter	Open Education; Educational Practices; High School Teachers; High School Students; Student Attitudes; Teacher Attitudes; Educational Environment; Student Experience; Grade 10; Scaffolding (Teaching Technique); Foreign Countries; Nontraditional Education; Teaching Methods; Canada + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Bildungspraxis; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Schülerverhalten; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studienerfahrung; Ausland; Non-traditional education; Alternative Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01