Category Archives: Learning Sciences – UofC EdD

Storify Extraction

Version 1.1: K-12 Open Educational Practice Proposal

Open Educational Practice Lit Review Version 1.0

“research” by Paul Loubet is licensed under CC BY 2.0

As part of my Collaboratory experience, in preparation for my Candidacy exam next year, as an EdD Learning Sciences at UofC I am starting to work on my Literature Review for my EdD proposal.

Over two summers, I have had the opportunity to “go deep” into educational practice and theory in our summer cohorts. Part of the expectation of these summer cohorts is to write four academic papers that we will use towards our EdD proposal. These papers have scaffolded my literature review experiences and ensured that I have at least started to read much of the current research in K-12 Open Educational Practice.

However, my topic is still emerging in K-12 and in Higher Education and my literature review is essential in helping me create a conceptual framework for the K-12  Open Educational Practice model (which is constantly being updated) and indicators of K-12 Open Educational Practice.

Here is what I have so far, knowing it is a work in progress:
Google Link:

Please skim it over, think about things to add, critique and anything else!

Looking forward to the work ahead,

Verena 🙂

Version 1.1: K-12 Open Educational Practice Proposal


“The Zone” by Tinou Bao is licensed under CC BY 2.0

I received some amazing feedback on my original proposal from my PLN, on my Starting out (again) as an Open Researcher Storify. My supervisor. Michele Jacobsen, helped me considerably by encouraging me to propose a presentation for the CSSE/SCEE Canadian Society for the Study of Education. The combination of a proposal for the conference and feedback from esteemed colleagues and researchers around the world, helped me get to Version 1.1

I have also fixed my comments plug in, so I am looking forward to your feedback connected to the blog post page.

Version 1.1 Proposal to Examine Open Educational Practice (OEP) in K-12 Learning Environments

Research Problem:

Students live in a technologically enhanced and fully networked world full of ubiquitous learning opportunities; when students go to school they are in another world, a walled garden that shields them from openly networked learning opportunities. In a 2014 MediaSmarts survey, 99% of Canadian students ages grades 4-11 indicated that they have access to the Internet outside of school (Steeves, 2014). In a recent Canadian Teacher’s Federation survey, 97% of teachers indicated their school provided them with some kind of networked device at the school, 59% reported students were allowed to use their devices in class and one in ten teachers (13%) indicated they used social networking for educational purposes (Johnson, Riel & Froesse-Germain, 2016). “In that displacement, the borders between home and world become confused; and, uncannily, the private and the public become part of each other, forcing upon us a vision that is as divided as it is disorienting” (Bhabha, 1994, p.9).  As K-12 pedagogical practices shift from instructivist to constructivist designs, there is growing evidence of open educational practices that encourage access to learning for all, practices that support collaboration with other learners in formal and informal learning environments, and pedagogical designs that invite individual learners’ voices and choices in open learning spaces. However, while innovative pedagogical practices are emerging and there is growing support for research that examines K-12 open educational practice, this area is currently underexplored.

Research Purpose:

Many K-12 learners are learning in multimodal, complex and networked digital learning environments. Open Educational Practice (OEP) is an emerging K-12 pedagogy that has the potential to bridge formal and informal digital learning environments that can connect multimodal, complex and networked learning opportunities. The indicators of K-12 OEP include open educational resources, open learning design, participatory culture, networked learning, digital learning spaces and open readiness. (Roberts, Blomgren, Peters & Graham, in press).

Figure 1: K-12 Open Educational Practice (Roberts, Blomgren 2017)

Indicators of K-12 Open Educational Practice CC Licensed CC-BY


The purpose of this research is to determine the OEP tipping point for educators in K-12 learning environments. What motivates educators to consider OEP and expand the possibilities of with whom,what, where, why and how K-12 learners can learn in 2017. Is it because they believe that the current walled garden learning spaces do not offer learners the skills, knowledge and abilities that they will need for the future? Is OEP a pedagogical approach to meet the needs of our current learners for a world we do not yet know?

The research will consider if OEP extends the opportunity for students to cross perceived and real boundaries to “new, safe and other” digital open learning spaces which can offer previously inconceivable learning opportunities. These scaffolded and safe learning spaces have been previously been researched using Third Space theory and Vygotsky’s zone of proximal development  (both examples of sociocultural theory).


The OEP indicators, as depicted in Figure 1 (Version 1.1), serve as framework for an examination of the potential to develop OEP awareness in K-12 learning environments, describe OEP in current K-12 learning contexts, and help frame our questions about why educators choose OEP and connect sociocultural constructivist theory to K-12 open educational practice.

Research Questions: (Your feedback here is very helpful as I cull, filter and focus…)

What is the current landscape of OEP in K-12 learning contexts?

Why do educators choose OEP? What are their perceptions of the strengths and weaknesses of OEP?

What is the potential for developing OEP awareness in K-12 learning environments?

Does OEP create the potential for expansion of learning into ZPD and Third Spaces?

Do educators perceive OEP provides learning opportunities that walled learning gardens do not?

Please add your feedback, questions and concerns in the comment space below – tweet me @verenanz

Thank you!

Happy Thanksgiving to all those who celebrate it this weekend and thank you for being you to everyone else.


Bhabha, H. (1994). The location of culture. London: Routledge.

Johnson, M., Riel, R & Froese-Germain, B. (2016). Connected to learn: Teachers’ Experiences with Networked Technologies in the Classroom. Ottawa: mediaSmarts/Canadian Teacher’s Federation.

Roberts, V. (2017). Defining K-12 Open Educational Practice Research Topic, Problem and Questions. [Blog post]. Retrieved from

Roberts, V., Blomgren, C., Peterson, K. & L. Graham. (in press). Open Educational Practice in K-12 Online and Blended Learning Environments.  In R. Ferdig & K. Kennedy’s Handbook of Research on K-12 Online and Blended Learning 2nd edition. Pittsburgh, PA: ETC Press.

Steeves, V. (2014). Young Canadians in a Wired World. Phase III, Life Online. Canada: MediaSmarts.

Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 28(4), 133e138. http://dx.doi. org/10.1080/21532974.2012.10784693.



Defining My K-12 Open Educational Practice Research Topic, Problem and Questions

“Jump Across” by Kris is licensed under CC BY 2.0

On March 25, 2014 I participated in an exploratory Google Hangout about Writing and Publishing Openly Online facilitated by  Ian O’Byrne.  Doug Belshaw wrote up a summary of the Google Hangout which included linking the actual recording HERE.

Last year, I was lucky enough to have Doug come out to my school district and start the discussion about  integrating digital literacies within a K-12 school district. I wrote about it HERE.

This week I started to take the plunge into my doctorate research problem and questions. My fearless leader Sarah Eaton suggested that we look at her blog to find more resources to support refining research questions and problems. Here is her post called How to Narrow Down Your Research Topic. I swallowed some of my fear as I start to develop my “open researcher” identity and started to remember how it felt like when I was “just an open learner”.

How does the Google Hangout in 2014 and Sarah’s post connect? Both examples model open researching using a participatory approach which is using the power of networks in order to share and build knowledge together.

I have been too scared to share my knowledge, and as I spent this week thinking about my topic, my problem and my research questions, I realized that I had to model what K-12 open educational practice could look like. So, as I look back on my confidence and collaboration with esteemed colleagues from March 25, 2014, I am humbly facing my fears and taking the jump “back into” the open. This means that I am looking for critical feedback, I am looking for support and I am daring to put myself out there….in order to learn in those deep and meaningful ways that were previously inconceivable….

So…what am I considering in terms of research? Here is what I am thinking about:

Research Problem:

There are a variety of factors that adversely influence the opportunity for K-12 students to learn in open and networked digital learning environments in 2017.

Some of the problem’s  key considerations for me as a researcher include:

  •  K-12 learners are exploring and learning digitally outside of traditional K-12 classrooms. There is discrepancy surrounding how student digital learning outside the classroom is being transferred or integrated into the K-12 classroom.
  • The learning students are doing outside of the classroom could be better supported by development of competency in digital literacies that connects learning outside and inside formal classrooms.
  • Without experience learning open and networked learning environments, teachers are less likely to have an open learning mindset and able to model open educational practices in their classroom.

Research Question:

How does a teacher’s Open Educational Practice support the development of digital literacies for K-12 students?


What impact does Open Educational Practice have in K-12 Learning Environments?

Key Learning Models to Support Research Problem/Question

K-12 Open Educational Practice

Indicators of K-12 Open Educational Practice Licensed CC-BY Roberts & Blomgren (2017 – in publication)

Digital Literacies:

Elements of Digital Literacies – Doug Belshaw (2011)

A great post that summarizes the 8 Elements of Digital Literacies is written by Kevin McLaughlin and is found HERE

Initial Literature Review Organization:

A. Key Definitions:

What are Digital Literacies?

What is Open Educational Practice in K-12 Learning Environments?

What are the indicators of K-12 Open Educational Practice?

  • Open Educational Resources (OER)
  • Open Learning Design
  • Participatory Culture
  • Networked Learning
  • Digital Learning Spaces
  • Open Readiness

B. Key Questions:

What is the theoretical framework behind Open Educational Practice?

What are examples of current research that include aspects of OEP in K-12 learning environments?

I look forward to your feedback and support as I jump into deep end of learning in the open. What are your initial thoughts and reactions?

Verena 🙂




Belshaw, D. (2011). The Essential Elements of Digital Literacies. Available from under a CC BY license.

Roberts, V., Blomgren, C., Peters, K. & L. Graham  (Unpublished). Open Educational Practice in K-12 online and blended learning environments. In R. Ferdig & K. Kennedy’s Revised Handbook of Research on K-12 Online and Blended Learning. Pittsburgh, PA: ETC Press.


Case Study Research Course- Focus – Research paradigms

Discussion Questions:

Is all educational research case study research? What is a research paradigm? How many different ways are there to conduct educational research?  Why do you suppose there are many controversies over educational research approaches?

I looked back to my original design -based research course to find my online discussion answer to my epistemological and ontological beliefs as a researcher. My answer would not meet the fantasy qualitative classroom nor writing assignment expectations described by Wolgemuth (2016).

“… I was really being asked to describe my epistemological beliefs. I described learning as demonstrating deep empathy. I believe meaningful learning happens when learners share their learning with each other. Sharing includes connecting with other learners or digital content, collaborating with other learners and creating “something” that communicates learning to others. Endelson describes the potential for design based research to develop design domain theories, design frameworks and design methodologies (2002). My epistemological beliefs stem from connectivist and constructivist learning opportunities where teachers guide learners to the nodes of learning found in various mediums that best support personalized and collective student learning pathways (Siemens, 2004; Vygotskiĭ,1978). My research focus in k-12 open learning provides the potential for a design domain theory integrating connectivism and constructivism.

Davis, Sumara and Luce-Kapler (2015), distinguish between four historical movements that are associated with distinctive teaching practices and theories. As a design based researcher, I consider my ontological stance as one that blends two of these movements, democratic citizenship education and systemic sustainability education. I believe Individuals will learn by participating in learning with others and building upon the knowledge of all learners. As such, Barab and Squire best described my ontological epistemological stance when they described the goal of design based research is, “to directly impact practice while advancing theory that will be of use to others” (2004, p. 8)” (Roberts, 2017).

My online discussion answer  from my design based research course, was similar to the student examples Wolgemuth used in her article. While my answer is not inaccurate or incorrect, it could be so much more. It still lacks the breadth and depth case study research can offer.  A research paradigm includes the epistemological and ontological beliefs of a researcher as well as a theoretical framework and methodology. (Patel, 2015) I demonstrated that I was becoming aware of my research paradigm, but what I lacked was opposing views and different perspectives in order to make my research paradigm even stronger. I also gave a very specific answer which could restrict my potential to research my topic of interest from different perspectives. Wolgemuth’s article criticizes forced research paradigm and research frameworks within qualitative research. Instead she supports to, “…seek to create opportunities for students to take up multiple paradigms, methodologies, and methods; to foster paradigm proliferation (Lather, 2006) and creative, ambiguous, and boundary-defying research designs” (Wolgemuth, 2016, p. 518).

In her article, Lincoln’s overview of the historical context and success of qualitative case study research supports Wolgemuth’s views on flexible and unique research paradigms, especially in light of recent emphasis on static positivist scientific inquiry. Lincoln, like Wolgemuth, supports the flexibility, breadth, and depth of case study and qualitative research with a plethora of flexible definitions, perspectives and examples. “We have become, largely because of our methods,lenses, and paradigms, rather awesome purveyors of some of the most profound insights into Western society ever assembled” (Lincoln, 2010, p. 3).

Within the qualitative research world there is debate over the flexibility of interpretivism. There are examples of the ambiguous postmodern lens without a particular research methodology or research direction as opposed to  more pragmatic transformationism, which is based on those who believe research methodologies, theory, processes and approaches connect. Howe’s (1998) article suggests the new debate within interpretivism is not as essential as the old debate between, positivism and interpretivism. In fact, by trying to distinguish interpretivist qualitative research perspectives, quantitative positivist researchers have more ammunition to critique and disseminate all the progress and quality research created by qualitative researchers.

Thomas (2011) has created a choose your own adventure research paradigm to support case study research. His article was not an attempt to validate the potential for case study research in terms of a single framework. However, Thomas understands that case studies need some structure, especially in the planning and organizing stages, regardless of the research paradigm attempts .Thomas provides an opportunity for future case study researchers to consider how research paradigms can be flexible yet pragmatic, open-ended yet credible. He is able to help future researchers identify their own strengths and weaknesses in terms of their own epistemological and ontological beliefs based on purposes and approaches while still integrating theory and methodology into a diverse research framework.

There are controversies over educational research approaches because there is a competitive aspect to research in that one way to do things is the “right way” as it provides the best results. Society will also support research that gives them the answers they want, not necessarily the data to support answers they do not want. It is difficult to accept change and different perspectives. It is always easier to stay the same and provide evidence of why the “same” is the best.

As I look back to my online discussion answer, I am proud of my iterative attempt as a researcher to be flexible enough as a researcher to understand that a research paradigm helps to create my research identity in terms of interest and passion, but does not limit my potential to research similar topics from different methods and perspectives. I do research about open learning and I do not want to limit myself as to how I will continue to research this topic in the future.

Week 2 question for my colleagues: Is flexibility and an iterative process important to you as you consider your own research paradigm?


Davis, B., Sumara, D.,& Luce-Kapler, R. (2015). Engaging minds: cultures of education and practices of teaching (3rd edn.). New York: Routledge.

Edelson, D. C. (2002). Design research: What we learn when we engage in design. Journal of the Learning Sciences, 11(1), 105–121.

Howe, K. (1998). The interpretive turn and the new debate in education, Educational Researcher, 27(8), 13-20.

Lather, P. (2006). Paradigm proliferation as a good thing to think with: Teaching research in education as a wild profusion. International Journal of Qualitative Studies in Education, 19, 35-57.

Lincoln, Y. S. (2010). “What a Long, Strange Trip It’s Been…”: Twenty-Five Years of Qualitative and New Paradigm Research. Qualitative Inquiry, 16(3), 3-9.

Patel, S. (2015, July 15). The research paradigm – methodology, epistemology and ontology – explained in simple language. [Blog post]. Retrieved from

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. [online]. Retrieved  from

Thomas, G. (2011). A Typology for the Case Study in Social Science Following a Review of Definition, Discourse, and Structure. Qualitative Inquiry, 17(6), 511-521.

Roberts, V. (2017, January 20). Verena’s Preliminary Position Statement [Online discussion group]. Retrieved from

Wolgemuth, J. R. (2015). Driving the Paradigm: (Failing to Teach) Methodological Ambiguity, Fluidity, and Resistance in Qualitative Research. Qualitative Inquiry 1-8.

Vygotskiĭ, L. S., & Cole, M. (1978). Mind in society: The development of higher psychological processes. Cambridge, Mass: Harvard University Press.