Open Educational Practice: Expanding Learning Environments for all K-12 Learners
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Verena Roberts's presentation of her PhD research at the 7th GO-GN Seminar in Delft, April 21-22, 2018.
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Open Educational Practice: Expanding Learning Environments for all K-12 Learners
- 1. Open Educational Practice (OEP): Expanding Learning Environments for all K- 12 Learners Verena Roberts https://unsplash.com/@kazuend
- 2. Problem:
- 4. Design-Based Research ● Balance between theory and practice ○ Participants & Researchers have voice ○ Collaborative Design intervention ○ Authentic Research Learning Environments ○ Practical application & replication ○ Iterative Cycles and Prototypes ● Flexible Design for Emerging Research ● Blends both Qualitative and Quantitative Research ● Evaluation of Innovation for continual improvement Image CC BY @kazuend
- 5. Research Context ● 1 Teacher, 34 Grade 10 Students, High School Students (15 years) ● Sociocultural Constructivist Program: Connecting Community Partnership (Housebuilders) with Grade 10 Interdisciplinary Program ● Students Offered Alberta Ed Program of Studies, Career and Technology Studies & Competency Focused Projects ● Focus on: ○ Building Authentic Relationships ○ Developing Identity ○ Expanding Learning Beyond Classroom Walls Retrieved from http://schoolblogs.rockyview.ab.ca/buildingfutures/
- 6. We want High School students to, “use this online presence as a way to start networking their interests and passions so that they have a leg up on all their peers once they leave high school by developing their social reputation, online digital identity and voice. This project is also about teaching and working with your son/daughter about how to be mindful about what they are posting and how to use the power of the net for good” (Building Futures Teacher Letter Home to Parents)
- 10. Roberts, V., Blomgren, C., Ishmael, K. & Graham, L. (2018). Open Educational Practice (OEP) in K-12 Online and Blended Learning Environments. In R. Ferdig & K. Kennedy’s Handbook of Research on K-12 Online and Blended Learning. Pittsburgh, PA: ETC Press. ● Designing For Sharing ● Participatory Learning ● Safe Learning Spaces ● Expanding Learning between Formal, Informal, Non-formal Learning Environments K-12 Indicators of Open Educational Practice: Roberts, 2018
- 11. Open educational practice (OEP) in K-12 learning contexts describes an intentional design that expands learning opportunities for all learners beyond classroom walls by collaboratively and individually sharing and building knowledge and encouraging networked participation by interacting with others from multiple cultural perspectives. Roberts, 2018 Description of OEP in K-12 Learning Contexts
- 12. Cycle 1: Analysis & Exploration
- 14. Theoretical Framework K-12 Open Learning Environments Roberts, 2018 Remixed from Visitors and Residents Mapping White and LeCornu,2017
- 16. Visitors and Residents Mapping White & LeCornu (2017)
- 17. Visitors and Residents Mapping Activity towards the middle of the continuum is in ‘closed’ groups or communities Highly Resident activity is visible online CC BY Lanclos, White & Phipps Personal Institutional
- 18. CC BY Lanclos, White & Phipps
- 21. Possible Implications for Practice ● Increase in student agency, choice and voice ● Increase in Access to Learning for All ● Increased Participatory Learning ● Expanded Learning Environments ● Increased Connections with Authentic Learning Opportunities Outside Classroom Walls ● Increase Development of Learner PLN’s ● Increase in Digital Literacies for All Learners Share” by Zdenek Svoboda is licensed under CC BY 2.0
- 22. Possible Implications for Policy: ● Sharing & Collaborating with Others Outside of Classrooms & Districts ● Increased understanding of privacy and data collection ● Increased awareness of OER and Open Learning ● Emphasis on Policy that Supports Learning Over Technology Tools ● Increased Professional & Learner Accountability Sharing” by Sodanie Chea is licensed under CC BY 2.0
- 23. Questions for Colleagues 1)How can open learning expand learning opportunities for High School students? 2) How can educators facilitate open learning between face to face and digital learning environments? What are the benefits of expanding into digitally open learning environments? 3) How can the Visitors and Residents mapping tool be used
- 24. Contact Information: Verena Roberts Doctoral Student University of Calgary Werklund School of Education @verenanz verena.roberts@ucalgary.ab.ca “Sharing” by DncnH is licensed under CC BY 2.0
Hinweis der Redaktion
- Introduce the idea of resident activity in ‘closed’ groups. This is an important idea, especially in an institutional context. By “closed” groups we mean groups where people find themselves and others, but that are not highly visible or easily google-able. Examples can be closed Facebook or Twitter groups and private message boards. These are still places where people can be found, where connections are made, but they are less visible online unless you are a member of these communities and have the means to get into these closed spaces. Notes about activity in the middle of the continuum (closed groups) Make it clear this isn’t about how trendy the tech is or the amount of time you spend in any single ‘place’ or ‘tool’
- Demo mapping--Dave White’s map as an example here. Make it clear as you draw your own map there are no “right” or “wrong” ways to place things, just representations of practice. Also reiterate that Visitor modes are not “worse” than Resident, or vice-versa. This is not a value judgement, but a visualization. Create your own map on a flipchart pad in front of the group. Be as honest and open as you can to break the ice. This video might help you to tune into the process. https://www.youtube.com/watch?v=MSK1Iw1XtwQ (10mins) - less reflective groups might be tempted to replicate only the platforms you have put on your map. You may need to make it clear more than once that there are no right answers. Remind people that this is about their practices not about their identity. V is not not better or worse than R.. You want to preserve the ability of people to relate to the discussion, and identities can become barriers to understanding and connecting with the practices of others. Resident practices, for example, can occur in a range of more or less visible digital places---that is, people can be in Resident mode, but only visible to particularly curated groups of people (eg private Twitter groups, FB groups, Google+ circles, etc) Mainly making the point that this is not a perfect process – emphasise the importance of the conversations around the maps.
- “Sharing” by DncnH is licensed under CC BY 2.0