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About chaos, the big wave, confusion and overcoming loneliness in Openland Chrissi Nerantzi Academic Developer Manchester Metropolitan University,

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Presentation on theme: "About chaos, the big wave, confusion and overcoming loneliness in Openland Chrissi Nerantzi Academic Developer Manchester Metropolitan University,"— Presentation transcript:

1 About chaos, the big wave, confusion and overcoming loneliness in Openland Chrissi Nerantzi Academic Developer Manchester Metropolitan University, Open Education Event, 11 March 2014, University of Sussex

2 The plan Where are we now? 3 examples from practice – FDOL – FLEX – BYOD4L Considering opening-up

3 Where are we now? Open Education Event, 11 March 2014, University of Sussex

4 Context Gibbs (2013) Academic Development to lead innovation and influence change Browne Report (2010) Teaching qualification for all staff teaching in HE Redecker 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

5 higher educationeveryday analogdigital tetheredmobile isolatedconnected genericpersonal consumerscreators closedopen (Wiley & Hilton, 2009, online).

6

7 How about a map for non- MOOC open educational offers?

8 Example 1: FDOL132 Open Education Event, 11 March 2014, University of Sussex

9 Case study 1 (PhD project) Lars Uhlin Educational Developer Karolinska Institutet, Sweden Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK

10 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: 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

11 Collaborative learning in FDOL132

12 Step 1: Focus What 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: Investigate How 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: Share How 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)

13 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

14 Findings: initial survey 17 completed the survey Countries: UK 37%, Sweden 37%, other 26% Age range: % 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 values to be an open learner To connect with others To collaborate To be supported by a facilitator Application to practice Prior experience Working in groups 77% Problem-Based Learning 30% Online collaboration 38% Social media in a professional capacity 50%

15 Findings: final survey Final survey: 11 completed the survey Mode of participation Group member 91% Autonomous learner 9% Study hours per week 55% 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%

16 Preliminary observations features important for learning before and after (using survey instruments) what participants valued for their learning initial surveyfinal survey group work100%74% feedback61%97% recognition for study47%94% independent study100% facilitator support100%

17 a big wave

18 Ahh. Panic. Panic. frustrated, confused, overwhelmed

19 chaos

20 it all hits you at once

21 [laughter]

22 interviews voices preliminary 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

23 Example 2: FLEX Open Education Event, 11 March 2014, University of Sussex

24

25

26 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

27 academic portfolio a personal and collaborative learning and development space developing reflective skills and habits capturing the development process, experiences and the journey as it unfolds using a variety of media connecting with others and building professional learning networks

28 indicative open pool of learning and teaching themes

29 FLEX activities

30 FLEX example route 1 open pool of CPD opportunities FLEX unit (15 credits at Level 7) unit assessment (UK PSF, SLTAS, RKE) FLEX activities academic portfolio

31 FLEX example route 2a open pool of CPD opportunities FLEX light FLEXD unit (15 credits at Level 7) CPD requirements (UK PSF, SLTA, RKE) unit assessment (UK PSF, SLTA, RKE) FlEX activities academic portfolio

32 FLEX activity open pool of CPD opportunities academic portfolio FLEX unit (15 credits at Level 7) CPD requirements (UK PSF, SLTA, RKE) FLEX light unit assessment (UK PSF, SLTA, RKE)

33 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 / /

34 share and discuss learning and teaching with colleagues share CPD opportunities and resources with the wider community identify critical friends and collaborators beyond own discipline and/or institution explore opportunities for joined-up pedagogical research identify opportunities for informal collaborations among programmes and students from different disciplines/institutions online FLEX community

35 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

36 FLEX light

37 Example 3: BYOD4L Open Education Event, 11 March 2014, University of Sussex

38 BYOD4L Chrissi Nerantzi Academic Developer Manchester Metropolitan Sue Beckingham Academic Developer Sheffield Hallam

39 BYOD4L is...

40 open badges for participants & facilitators David Hopkins BYOD4L badges lead Learning Technologist University of

41 The BYOD4L team organisers 2 facilitators 11 open badges lead 1 badges reviewer 1 critical friend 1 learning analytics 1

42 BYOD4L communities location https://plus.google.com/communities / ?partnerid =gplp0 location https://www.f acebook.com/ groups/ / Chrissi & Sue Twitter DM Chrissi & Sue Twitter DM

43 #BYOD4Lchat Join me on Twitter every day 8-9pm UK time. Remember to use the hashtag. ;) “Fantastically chaotic”

44 extending BYOD4L through local engagement

45 source: the-byod4l-mooc/

46 BYOD4L answer garden 1 February 14

47 “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.”

48 Daily TweetChat #BYOD4Lchat 8-9pm Tweets were captured using Storify

49 Important message?

50 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?

51 Considering opening-up Open Education Event, 11 March 2014, University of Sussex an activity

52 “Content is not education, interaction is!” Darco Jansen

53 Browne Report (2010) Securing a sustainable future for higher education, Department for Employment and Learning, available at [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 Gibbs, G. (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy, available at Gibbs, G. (2010) Dimensions of quality, York: The Higher Education Academy, available at [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 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 , available athttp://www.ped.gu.se/biorn/phgraph/civil/main/1res.appr.html [accessed 3 Jan 2014].www.ped.gu.se/biorn/phgraph/civil/main/1res.appr.html 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 EN Luxembourg: Publications Office of the European Union. [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] ttp://www.heacademy.ac.uk/news/detail/2013/new_pedagogical_ideas 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 [accessed 5 December 2013] Wiley, D. (2006) Open Source, Openness, and Higher Education, innovate, Oct/Nov, Volumne 3, issue 1, available at [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 , available at [accessed 20 February 2014]http://www.irrodl.org/index.php/irrodl/article/view/768 References

54 Join our open educational adventure March 14 week.php Launch of the North-West OER Network

55 #OER14 join us!

56 About chaos, the big wave, confusion and overcoming loneliness in Openland Chrissi Nerantzi Academic Developer Manchester Metropolitan University, Open Education Event, 11 March 2014, University of Sussex


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