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About chaos, the big wave, confusion and overcoming loneliness in Openland
Chrissi NerantziAcademic
DeveloperManchester
Metropolitan University, UK
@chrissinerantzi
Open Education Event, 11 March 2014, University of Sussex
The plan
• Where are we now?
• 3 examples from practice – FDOL – FLEX– BYOD4L
• Considering opening-up
Where are we now?
Open Education Event, 11 March 2014, University of Sussex
ContextGibbs (2013) Academic Development to lead innovation and influence changeBrowne Report (2010) Teaching qualification for all staff teaching in HERedecker et al. (2011) holistic changes are needed to transform education more
generally to foster personalisation, collaboration but also informalisation as these are features of learning in the future.
UK Quality Code (2012) and European Commission (2013) Initial and ongoing Development of Teachers essential
Gibbs (2010, 2012) ; Parsons et al (2012) Impact of teaching qualifications on practice
Wiley (2006) a shift towards ‘openness’ in academic practice as not only a positive trend, but a necessary one in order to ensure transparency, collaboration and continued innovation
European Commission (2013) Teacher Development programmes to use open and joined up approaches that foster collaborative learning
Ryan & Tilbury (2013) Flexible pedagogies to be modelled in Academic Development provision
How about a map for non-MOOC open educational
offers?
http://openeducationeuropa.eu/en/european_scoreboard_moocs
Example 1: FDOL132
Open Education Event, 11 March 2014, University of Sussex
Case study 1
(PhD project)
Lars UhlinEducational DeveloperKarolinska Institutet, Sweden
Chrissi NerantziAcademic DeveloperManchester Metropolitan University, UK
• Open cross-disciplinary professional development course for teachers in HE• Developed and organised by Academic Developers in the UK and Sweden• Developed using freely available social media• Offered from September – December 2013• Pedagogical design: simplified Problem-Based Learning
Numbers• Registered: 107• FDOL132 community in G+ until now: 72• Signed up for PBL groups: 31• PBL groups: initially 8-9 in each x 4 > then 3 (group 2: 6, / group 3: 5 / group 4: 6)• PBL facilitators: 4• Participants in webinars: 10-25• Participants who completed: 13 (14%) all from groups (31 in groups then 42%)
•Countries• UK - 66• Sweden – 17• Canada – 4• Ireland – 2• also participants from: Hongkong, Argentina, Greenland, Switzerland,
New Zeeland, Slovenia, Belgium, New Zealand, Norway
FDOL132
Collaborative learning in FDOL132
Step 1: FocusWhat do we see?How do we understand what we see?What do we need to find out more about?Specify learning issues/intended learning outcomes
Step 2: InvestigateHow and where are we/am I going to find answers?Who will do what and by when?What main findings and solutions do we/I propose?
Step 3: ShareHow are we going to present our findings within the group?What do we want to share with the FDOL community?How can we provide feedback to another group?What reflections do I have about my learning and our group work?
FISh a simplified PBL model
Nerantzi & Uhlin (2012)
• Preliminary findings of PhD research project• Phenomenography (Marton, 1981) – Main data collection individual interviews– Complementary data via survey instruments
(initial and final)• Mixed-cased approach (Stake, 1995)– Case study: FDOL132 (19 participating in study)
Methodology & Method
Findings: initial survey17 completed the surveyCountries: UK 37%, Sweden 37%, other 26%
Age range: 35-54 82% Gender: 35% male, 65% female
Qualifications: 53% Doctoral qualification, 35% Postgraduate qualification, 12% undergraduate qualification
•All employed ( 88% HE and 12%Public Sector)•Participated in online courses before 88 %•Participated in an open online course before 47%
Learning valuesto be an open learnerTo connect with othersTo collaborateTo be supported by a facilitatorApplication to practice
Prior experience Working in groups 77% Problem-Based Learning 30%Online collaboration 38%Social media in a professional capacity 50%
Findings: final survey
Final survey: 11 completed the surveyMode of participation
Group member 91%Autonomous learner 9%
Study hours per week55% 3 h, 27% 5h, 18% over 5
Main reason for not participating in a specific aspect of the course: TIME
Learning values• Structured course• Variety of synchronous & asynchronous
engagement opportunities• Flexibility• Resources• Communication• Feedback from facilitators, peer and
others• Recognition for study• Group work > participation was often a
struggle
Personal Learning goals achieved 100%
Learning goals• Technologies for learning• Problem-based Learning• Learning in groups• Open learning• Open course design
Facilitation (satisfaction)Support 100%Participation in online discussions 100%Provision of regular feedback 64%
Preliminary observationsfeatures important for learningbefore and after (using survey instruments)
what participants valued for their learning
initial survey final survey
group work 100% 74%
feedback 61% 97%
recognition for study 47% 94%
independent study 100% 100%
facilitator support 100% 100%
a big wavehttp://users.atw.hu/aranykor/kepek/termeszet/3/nkep/hullam.jpg
Ahh. Panic. Panic. frustrated, confused, overwhelmed
http://fc08.deviantart.net/fs71/f/2012/099/b/f/crazy_chick_by_billiejett-d4viqcr.jpg
chaoshttp://farm4.staticflickr.com/3363/3199296759_ddd80115e5_o.jpg
it all hits you at oncehttp://upload.wikimedia.org/wikipedia/commons/3/31/AC-130A_pylon_turn.jpg
[laughter]http://farm3.staticflickr.com/2453/3599597595_4542f11554_o.jpg
interviews voicespreliminary findings
•Motivations: to be a student, CPD, PBL, TEL to enhance own practice•Overwhelmed at the start•Valued group work but found very challenging – learning in a microcosmos made experience personal•Valued working with colleagues from different disciplines/countries – language barriers, different levels of commitment, time•Smaller groups worked better, learning from and with others valued•Time was a massive challenge•Seeing the other person made collaboration real (hangouts, webinars – also a challenge to participate) •Individuals working towards credits more motivated, but also seemed to motivate other group members•Tensions for learners working towards credits: assessment tasks separated from group tasks. Course assessment was prioritised. This meant less time for group work. Quality of output perceived as poor. Too much focus on output.•Active participation, facilitators’ presence and active engagement and interaction with individuals made a difference•Valuable and positive experience overall, learning and development, examples of application to practice
Example 2: FLEX
Open Education Event, 11 March 2014, University of Sussex
http://www.celt.mmu.ac.uk/flex
FLEX
Academic PortfolioTeaching & Research
Qualifications
PromotionProfessional Recognition
Informal CPD
What is FLEX• an opportunity to engage in CPD for teaching tailored to own priorities and aspirations• pick ‘n’ mix CPD activities per academic year• capture development in an academic portfolio• gain academic credits for CPD• Remain in Good Standing
FLEX activities
observation of teaching/microteach
presenting at a/an conference/event
participating in a webinar
participating in an open course
carry out evaluation of teaching activity
participating in an internal workshop
attending a conference/event
leading a webinar leading an open course
co-facilitating an open course
co-facilitating workshop
pedagogical research participating in an external workshop
using self-study resources
networking
mentoring coaching creating resources for students
professional discussion with colleagues
(funded) project
participating in a project
leading a project participating in a short course
leading a short course creating resources for staff development
curriculum development activity
curriculum enhancement activity
reflection on practice team-teaching evaluating a student survey
discipline specific pedagogic activity
generic pedagogic research
peer review listening event creating/adapting open educational resources
FLEX example route 2aop
en p
ool o
f CPD
opp
ortu
nitie
s
FLEX
ligh
t
FLEX
D u
nit (
15 c
redi
ts a
t Lev
el 7
)
CPD
requ
irem
ents
(UK
PSF,
SLTA
, RKE
)
unit
asse
ssm
ent (
UK
PSF,
SLTA
, RKE
)
FlEX
acti
vitie
s
acad
emic
por
tfolio
FLEX activity
open pool of CPD opportunities
academic portfolio brief description of FLEX activity
critical reflection and development points
value for practice/impact on practice & evidence
FLEX unit (15 credits at Level 7)
CPD requirements (UK PSF, SLTA, RKE) FLEX light
unit assessment (UK PSF, SLTA, RKE)
• monthly gatherings around the university to share creative and innovative practice, experiment with learning & teaching ideas
• cross-disciplinary fertilisation• explore opportunities for wider engagement and
dissemination• infect others
The Greenhouse
with and for staff
and students
Creativity in Development, project led by Prof. Norman Jackson http://www.creativityindevelopment.co.uk/
Teaching and Learning Conversations
participating institutions
webinar series to share innovative practices and
find out what colleagues are doing in
other institutions with and for staff
and students
FLEX light
Example 3: BYOD4L
Open Education Event, 11 March 2014, University of Sussex
BYOD4L
Chrissi NerantziAcademic DeveloperManchester Metropolitan University@chrissinerantzi
Sue BeckinghamAcademic Developer
Sheffield Hallam University@suebecks
BYOD4L is... mobile
flexible
collaborative
authentic
autonomous
self-organised
self-determined
pick ‘n’ mix
supported
registration-free
for teachers & students
rewarding achievement
BYOD4Learning course
MELSIG Smart Learning event #3
MELSIG Book project
open
bad
ges
for p
artic
ipan
ts &
faci
litat
ors
David HopkinsBYOD4L badges leadLearning TechnologistUniversity of Leicester
@hopikinsdavid
The BYOD4L team
organisers 2facilitators 11
open badges lead 1badges reviewer 1
critical friend 1learning analytics 1
BYOD4L communitieslocation https://plus.google.com/communities/115166756393440336480?partnerid=gplp0
location https://www.facebook.com/groups/1385272118361805/
Chrissi & Sue
Twitter DM
#BYOD4LchatJoin me on Twitter every day
8-9pm UK time.Remember to use the hashtag. ;)
“Fantastically chaotic”
extending BYOD4L through local engagement
BYOD4L answer garden
1 February 14 http://answergarden.ch/view/80135
“opening fully to new possibilities”
“Starting to see light”
“Sorry I couldn’t be there last night. Here is my creativity and my question shower as learner.”
Important message?
• FDOL141 currently offered (shorter course, facilitator’s role defined, emphasising on support/feedback, more facilitators, different group formation strategy, streamlining activities)
• writing up FDOL131, FDOL132, FDOL141 journey• Ideas for new open cross-institutional course emerging in post FDOL141 era
using open badges for recognition of learning > using a playful pedagogical design
• BYOD4L paper around the conceptual framework to be published• planned: BYOD4L research into the facilitators’ experience
• FLEX collaborative HEA TDG application submitted with Sheffield Hallam University
• FLEX light pilot with an MMU Faculty using open badges (from September 14)
What next?
Considering opening-up
Open Education Event, 11 March 2014, University of Sussex
an activity
“Content is not education, interaction is!”Darco Jansen
Browne Report (2010) Securing a sustainable future for higher education, Department for Employment and Learning, available at http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report-student-fees.htm [accessed 1 November 2013]
Gibbs, G. (2013) Reflections on the changing nature of educational development. International Journal for Academic Development, V. 18, Number 1, March 2013, pp. 4-14.Gibbs, G. (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy, available at
http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/HEA_Dimensions_of_Quality_2.pdfGibbs, G. (2010) Dimensions of quality, York: The Higher Education Academy, available at
http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/Dimensions_of_Quality.pdf [accessed 8 November 2013]
European Commission (2013) High Level Group on the Modernisation of Higher Education. Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher education institutions, European Union, available at http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf [accessed 20 February 2014]
Marton, F. (1994) Phenomenography as a Research Approach, Husen, T. and Postlethwaite, N. (2nd ed) The International Encyclopedia of Education, Vol. 8, Pergamon, pp. 4424-4429, available athttp://www.ped.gu.se/biorn/phgraph/civil/main/1res.appr.html [accessed 3 Jan 2014].
Wiley (2006) a shift towards ‘openness’ in academic practice as not only a positive trend, but a necessary one in order to ensure transparency, collaboration and continued innovation
Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P. Stoyanov, S. and Hoogveld, B. (2011) The Future of Learning: Preparing for Change. European Commission Joint Research Centre Institute for Prospective Technological Studies EUR 24960 EN Luxembourg: Publications Office of the European Union. http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4719 [accessed 21 February 2014]
Ryan, A. & Tilbury, D. (2013) Flexible Pedagogies, new pedagogical ideas, York: HEA, available at ttp://www.heacademy.ac.uk/news/detail/2013/new_pedagogical_ideas [accessed 21 November 2013]
Stake, R. E. (1995) The Art of Case Study Research. Thousand Oaks: Sage.
The UK Quality Code for Higher Eduction (2012) Glouchester: Quality Assurance Agency, available at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-brief-guide.aspx [accessed 5 December 2013]
Wiley, D. (2006) Open Source, Openness, and Higher Education, innovate, Oct/Nov, Volumne 3, issue 1, available at http://www.innovateonline.info/pdf/vol3_issue1/Open_Source,_Openness,_and_Higher_Education.pdf [accessed 20 February 2014]
Wiley, D. and Hilton, J. (2009) Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education, in: International Review of Research in Open and Distance Learning, Volume 10, Number 5, 2009, pp. 1-16., available at http://www.irrodl.org/index.php/irrodl/article/view/768 [accessed 20 February 2014]
References
Join our open educational adventure 10-15 March 14
http://www.celt.mmu.ac.uk/flex/oerweek.php
Launch of the North-West OER Network
#OER14 join us!http://oer14.org/
About chaos, the big wave, confusion and overcoming loneliness in Openland
Chrissi NerantziAcademic
DeveloperManchester
Metropolitan University, UK
@chrissinerantzi
Open Education Event, 11 March 2014, University of Sussex
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