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, resources and experiences that were previously inaccessible. Using a design-based research (DBR) approach, my research examined how grade 10 (secondary) students and one teacher expanded their learning from formal to informal learning environments using the open learning design intervention (OLDI) framework to support the development of open educational practices (OEP). My doctoral research builds upon an analysis of existing research on developing open learning practice in K-12 learning environments, describes, evaluates the impact of OEP in a high school learning environment to inform broader K-12 OEP design principles, and includes recommendations for research and practice in teacher education. This presentation will discuss how DBR helped to frame my research study and will describe some of the findings which included the open learning design intervention (OLDI) the open readiness assessment rubric and the principles of open learning in high school (secondary) contexts. All of these findings can be (and already have been) applied and considered in multiple educational contexts when considering open educational practices.
United Kingdom, Cardiff