About chaos, the big wave, confusion and overcoming loneliness in Openland by Chrissi Nerantzi


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invited contribution to HEA funded even during Open Education Week at the University of Sussex

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  • interesting slides Chrissi, I'm still wondering about how it works for undergrads as the majority of the research is with post-graduates. I also think the Wiley table comparing life to education is rather narrow, there are many many people who do not connect digitally in their daily lives, and even when they do it is important to understand more about the quality and outcomes of that interaction i.e the finding that a majority of social media using teenagers feel worse after logging on to social media.
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About chaos, the big wave, confusion and overcoming loneliness in Openland by Chrissi Nerantzi

  1. 1. About chaos, the big wave, confusion and overcoming loneliness in Openland Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK @chrissinerantzi Open Education Event, 11 March 2014, University of Sussex
  2. 2. The plan • Where are we now? • 3 examples from practice – FDOL – FLEX – BYOD4L • Considering opening-up
  3. 3. Where are we now? Open Education Event, 11 March 2014, University of Sussex
  4. 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. 5. higher education everyday analog digital tethered mobile isolated connected generic personal consumers creators closed open (Wiley & Hilton, 2009, online).
  6. 6. How about a map for non- MOOC open educational offers? http://openeducationeuropa.eu/en/european_scoreboard_moocs
  7. 7. Example 1: FDOL132 Open Education Event, 11 March 2014, University of Sussex
  8. 8. Case study 1 (PhD project) Lars Uhlin Educational Developer KarolinskaInstitutet, Sweden Chrissi Nerantzi AcademicDeveloper Manchester MetropolitanUniversity, UK
  9. 9. • 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
  10. 10. Collaborative learning in FDOL132
  11. 11. 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)
  12. 12. • 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
  13. 13. Findings: initial survey 17 completed the survey Countries: 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 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%
  14. 14. 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%
  15. 15. Preliminary observations features important for learning before 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%
  16. 16. a big wave http://users.atw.hu/aranykor/kepek/termeszet/3/nkep/hullam.jpg
  17. 17. Ahh. Panic. Panic. frustrated, confused, overwhelmed http://fc08.deviantart.net/fs71/f/2012/099/b/f/crazy_chick_by_billiejett-d4viqcr.jpg
  18. 18. chaos http://farm4.staticflickr.com/3363/3199296759_ddd80115e5_o.jpg
  19. 19. it all hits you at once http://upload.wikimedia.org/wikipedia/commons/3/31/AC-130A_pylon_turn.jpg
  20. 20. [laughter] http://farm3.staticflickr.com/2453/3599597595_4542f11554_o.jpg
  21. 21. 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
  22. 22. Example 2: FLEX Open Education Event, 11 March 2014, University of Sussex
  23. 23. http://www.celt.mmu.ac.uk/flex
  24. 24. FLEX Academic Portfolio Teaching & Research Qualifications Promotion Professional Recognition
  25. 25. 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 your academic portfolio • gain academic credits for CPD
  26. 26. 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
  27. 27. indicative open pool of learning and teaching themes planning a session flexible learning formative assessment supporting students in the classroom supporting students outside the classroom using stories large group teaching collaborative learning summative assessment tutorials developing digital literacies using LEGO(R) Serious(R) Play small group teaching creating learning communities assessment as learning dialogic feedback inclusive learning and teaching using audio to develop reflection flipped classroom social media for learning portfolios for learning using the Socratic dialogue game-based learning using video in the classroom supporting students using the VLE creatively inclusive assessment group assessment problem-based learning work-based learning blended learning using smart devices for learning and teaching peer assessment self-assessment project-based learning learning through making
  28. 28. 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
  29. 29. FLEX example route 1openpoolofCPDopportunities FLEXunit(15creditsatLevel7) unitassessment(UKPSF,SLTAS,RKE) FLEXactivities academicportfolio
  30. 30. FLEX example route 2aopenpoolofCPDopportunities FLEXlight FLEXDunit(15creditsatLevel7) CPDrequirements(UKPSF, SLTA,RKE) unitassessment(UKPSF,SLTA,RKE) FlEXactivities academicportfolio
  31. 31. 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)
  32. 32. • 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/
  33. 33. • 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
  34. 34. 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
  35. 35. FLEX light
  36. 36. Example 3: BYOD4L Open Education Event, 11 March 2014, University of Sussex
  37. 37. BYOD4L Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi Sue Beckingham Academic Developer Sheffield Hallam University @suebecks
  38. 38. 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 Learningevent #3 MELSIG Book project
  39. 39. openbadgesforparticipants&facilitators David Hopkins BYOD4L badges lead Learning Technologist University of Leicester @hopikinsdavid
  40. 40. The BYOD4L team organisers 2 facilitators 11 open badges lead 1 badges reviewer 1 critical friend 1 learning analytics 1
  41. 41. BYOD4L communities location https://plus.google.com/communities /115166756393440336480?partnerid =gplp0 location https://www.f acebook.com/ groups/13852 72118361805 / Chrissi & Sue Twitter DM
  42. 42. #BYOD4Lchat Join me on Twitter every day 8-9pm UK time. Remember to use the hashtag. ;) “Fantastically chaotic”
  43. 43. extending BYOD4L through local engagement
  44. 44. extending BYOD4L through local engagement source: http://michaelbromby.wordpress.com/2014/01/31/creation-fifth-and-final-topic-for- the-byod4l-mooc/
  45. 45. BYOD4L answer garden 1 February 14 http://answergarden.ch/view/80135
  46. 46. “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.”
  47. 47. Daily TweetChat #BYOD4Lchat 8-9pm Tweets were captured using Storify http://storify.com/melsiguk#stories
  48. 48. Important message?
  49. 49. • 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?
  50. 50. Considering opening-up Open Education Event, 11 March 2014, University of Sussex an activity
  51. 51. “Content is not education, interaction is!” Darco Jansen
  52. 52. Browne Report (2010) Securing a sustainable future for higher education, Department for Employmentand Learning, availableat http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report-student-fees.htm[accessed 1 November 2013] Gibbs, G. (2013) Reflectionson the changing nature of educational development. InternationalJournal for Academic Development, V. 18, Number 1, March 2013, pp. 4-14. Gibbs, G. (2012) Implicationsof ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy, availableat http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/HEA_Dimensions_of_Quality_2.pdf Gibbs, G. (2010) Dimensionsof 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] EuropeanCommission (2013) High Level Group on the Modernisationof Higher Education. Report to the European Commission on Improvingthe quality of teaching and learningin 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) Phenomenographyas a Research Approach, Husen, T. and Postlethwaite,N. (2nd ed) The International Encyclopediaof Education, Vol. 8, Pergamon,pp. 4424-4429, availableathttp://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, collaborationand 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. EuropeanCommission Joint Research Centre Institute for ProspectiveTechnologicalStudies EUR 24960 EN Luxembourg: PublicationsOffice 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, availableat 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 DisaggregatedFuture 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
  53. 53. Join our open educational adventure 10-15 March 14 http://www.celt.mmu.ac.uk/flex/oer week.php Launch of the North-West OER Network
  54. 54. #OER14 join us! http://oer14.org/
  55. 55. About chaos, the big wave, confusion and overcoming loneliness in Openland Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK @chrissinerantzi Open Education Event, 11 March 2014, University of Sussex