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