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Introducing OLDI (Open Learning Design Intervention): How to Expand Learning in High Schools Using OEP

Dr. Verena Roberts, EdD, Werklund School of Education | University of Calgary

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https://unsplash.com/@kazuend

Photo by Scott Osborn on Unsplash

Photo by Scott Osborn on Unsplash

...real learning isn't done behind walls or with boundaries, I believe that the real learning begins when we are left to figure something out, to problem solve, to collaborate and discuss with people of experience. It's about the "doing" and what can be learned from the experience – High School Student

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Photo by Elijah O'Donnell on Unsplash Is licensed CC-BY 2.0

Problem:

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• WHAT: Learning happens everywhere

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• WHAT: K-12 students have the opportunity to access people, content and ideas that were previously inaccessible

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• WHY: There are real and preconceived barriers to accessing digital networks outside K-12 classroom walls (Daniels, Friesen, Jacobsen & Varhagen, 2012; MediaSmarts, 2014)

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• HOW: Not all teachers have experienced open learning and they are looking for ideas and examples of expanding learning beyond classroom walls…but need a framework

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Vygotsky (1978)

Dewey

(1916)

Scardamalia & Bereiter

(2014)

Barth

(1969)

Current & Foundational Literature

Version 1: Open Learning Design Intervention (OLDI)

Multiple Rounds of Feedback

Photo by Markus Spiske on UnSplash

Research Methodology:

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• Balance between theory and practice
• Participants & Researchers have voice
• Collaborative Design intervention
• Authentic Research Learning Environments
• Practical application & replication

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• Iterative Cycles and Prototypes

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• Flexible Design for Emerging Research 

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• Blends both Qualitative and Quantitative Research

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• Evaluation of Innovation for Continual improvement

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http://bit.ly/BFASite

Expanding Open Educational Practices in High School Learning Environments

Classroom –> Community -> Networks

Roberts, 2019

Roberts, 2019

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Reflections

Open Learning Design Intervention (OLDI)

Roberts (2019)

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OLDI Stage 1: Building Relationships

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Prior Knowledge

VandR Maps

Built relationships in order to figure out how to support students in seeing themselves in the learning project.

OLDI Stage 2: Considerations for Co-Designing Learning in High School Open Learning Environments

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Roberts (2019)

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OLDI Stage 3: Building & Sharing Knowledge -> Who students connect and interact with

Roberts (2019)

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OLDI Stage 3: Demonstration of Open Learning Readiness in Open High School Learning Environments

** Connection to Open Learning Readiness Rubric**

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Roberts (2019)

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K-12 Open Learning Continuum

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Roberts (2019)

This Continuum can be used in multiple open learning contexts – with rubrics

OLDI Stage 4: Building Personal Learning Networks (PLN’s)

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Open educational practices (OEP) in K-12 learning contexts can describe an intentional design that expands learning opportunities for all learners from formal to informal learning environments. Individualized open readiness can be demonstrated contextually as a result of teachers designing for personally relevant learning pathways where learners can collaboratively and individually share their learning experiences, that encourages communication of meaning through multiliteracies, that blends curriculum and competencies and that promotes community and networked interactions with other learners and nodes of learning from multiple cultural perspectives in digital and analog contexts. �

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Sharing Ideas & Knowledge

With Others

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Sharing Ideas & Knowledge

With Others

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RQ3: How does an open learning design intervention (OLDI) support teachers in designing for open learning?

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High School Open Learning Cycle

Roberts, 2019

Principles of open learning design in high school learning contexts:

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• High school open learning is dependent upon the opportunity for learners to co-design personally relevant learning pathways

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• High school 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

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• High school learners need to transparently demonstrate their learning in meaningful ways that integrate curriculum and competencies 

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• High school open learning occurs through stages and continuums and is a personal learning experience that transcends formal learning environments

• High school open learning emphasizes the learning process in order to build upon and share community knowledge

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Roberts, 2019

Self-Reflection/ Peer Feedback - Indicators of Open Learning

RUBRIC Headings

•Student learning pathways are transparent and clear through a demonstration of evidence of learning

•Evidence of Expanding Who Students Share their Learning with and as

•Evidence of Designing for Sharing

•Evidence of How Student Shares their learning process

•Evidence of How Student Reflects Upon Their Learning Experiences of Sharing and Expanding Their Learning With Others and in Other Spaces

•Evidence of Student Use of Outside the Classroom Resources and Nodes

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Roberts, 2019

Contribution to Practice:

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• Providing an evidence based context for future research in K-12 open learning contexts
• OLDI Framework can Support Designing for Knowledge Building & Sharing
• Definition, Models and Multiple Examples of open educational practices (OEP) and open learning in high school learning contexts

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Contribution to Theory:

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OLDI:

• Expands upon sociocultural, participatory, networked and building knowledge learning theories
• Encourages learning theory which integrates formal and informal learning environments

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The high school open learning cycle:

• Interconnects current K-12 research to situate open learning in high school learning contexts, in networked learning ecosystems

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Photo by k Svoboda on Unsplash is licensed CC BY 2.0

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Thank you