University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2019-09-11 Open Educational Practices (OEP): Design-based Research on Expanded High School learning Environments, Spaces, and Experiences Roberts, Verena Roberts, V. (2019). Open Educational Practices (OEP): Design-based Research on Expanded High School learning Environments, Spaces, and Experiences (Unpublished doctoral thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/110926 doctoral thesis https://creativecommons.org/licenses/by-sa/4.0 University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Open Educational Practices (OEP): Design-based Research on Expanded High School learning Environments, Spaces, and Experiences by Verena Roberts A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION GRADUATE PROGRAM IN EDUCATIONAL RESEARCH CALGARY, ALBERTA SEPTEMBER, 2019 Verena Roberts 2019 Abstract In current K-12 learning contexts, there is much potential for research that examines the expansion of learning beyond formal learning environments and enquiry about how digital networks can support all learners in accessing people, content and ideas that were previously inaccessible. Using a design-based research (DBR) approach, this research examined how high school learners expanded their learning beyond formal learning environments as a result of the teacher implementing an open learning design intervention (OLDI) and designing for open educational practices (OEP). This study builds upon an analysis of existing research on developing open learning practices in K-12 learning environments, describes and evaluates OEP in an existing high school classroom and evaluates the impact of OEP in a high school learning environment to inform broader K-12 OEP design and high school open learning principles. The research participants included 23 high school students and one teacher from the Building Futures high school program. The research occurred through three specific DBR phases with iterative cycles within each phase. Phase 1 included an examination of the current OEP landscape and two design prototypes called learning pathways. Phase 2 included the implementation of two prototype learning pathways. Finally, phase 3 examined and analyzed all data from the four prototype learning pathways which considered the perspectives of all open learning participants and the open learning process. All learning pathway prototypes were designed using the OLDI framework which was revised and updated throughout the research. The data collection included student, teacher and researcher reflections, classroom observations and the Visitor and Resident mapping tool. The key findings from this research suggest that high school open learning is dependent upon the opportunity for learners to co-design personally relevant learning pathways. Secondly, learners need to collaboratively and individually share their learning experiences through feedback loops and by transparently demonstrating their learning in meaningful ways that integrate curriculum and competencies. Finally, open learning occurs through stages and continuums and is a personal learning experience that transcends formal learning environments. This research expands upon current literature and distinguishes itself by emphasizing the process and pedagogical potential of high school open learning. Keywords: open educational practice, K-12, high school, learning environments, networked learning, digital communities Acknowledgments My heartfelt thanks and deep appreciation are first given to my family. My husband Jay, my daughter Mackenzie and my sons Carson and Paxton inspire me to be a better educator and person every day. Thank you for always believing in me. Secondly, I want to acknowledge my collaborating teacher, Mark Turner and the Building Futures, Airdrie students. Their participation and voices were appreciated and this research could not have happened without their dedication and support. I also want to thank my supervisor, Dr. Michele Jacobsen and my supervisory committee, Dr. Barbara Brown and Dr. David Porter. Their patience, guiding questions, challenges, encouragement and constant support helped me co-design my own personal learning pathway. Finally, I want to thank my academic peers. Dr Kirk Linton, the Global OER Graduate Network (#GO-GN) community, Leo Havemann and countless other open researchers from around the world who have provided me a consistent network of peers and colleagues to turn to throughout the entire dissertation process. I deeply appreciate your time and support. Thank you all, this research would not have happened without my local and global learning village. v Table of Contents Abstract .......................................................................................................................................... 2 Acknowledgments ........................................................................................................................ iv Table of Contents .......................................................................................................................... v List of Tables ................................................................................................................................. x List of Figures ............................................................................................................................... xi List of Symbols, Abbreviations and Nomenclature ................................................................ xiii Chapter 1: Introduction and Overview of Study ....................................................................... 1 Philosophical Underpinnings........................................................................................................ 5 Background................................................................................................................................... 8 Problem Statement...................................................................................................................... 10 Statement of Purpose .................................................................................................................. 11 Research Questions .................................................................................................................... 12 Research Approach ..................................................................................................................... 12 The Researcher ........................................................................................................................... 14 Rationale and Significance ......................................................................................................... 15 Operational Definitions .............................................................................................................. 19 Chapter 2: Literature Review .................................................................................................... 21 Current Digital Learning Contexts ............................................................................................. 22 Online, blended, and networked learning. ............................................................................... 22 Formal and informal learning. ................................................................................................. 24 Informal Learning in Social Networks ....................................................................................... 25 Networked learning. ................................................................................................................. 27 Connected learning. ................................................................................................................. 28 Learning ecosystems. ............................................................................................................... 30 Participatory learning culture. .................................................................................................. 32 Foundational Educational Theory for Open Educational Practice ............................................. 36 Progressive education. ............................................................................................................. 36 Sociocultural theory. ................................................................................................................ 37 Criticism of sociocultural theory. ............................................................................................. 40 Open Learning and Open Pedagogy ........................................................................................... 41 Current research in K-12 open learning environments. ........................................................... 47 Open Educational resources. .................................................................................................... 47 Current research exploring OER and teacher practice. ...........................................................