BYOD4L: No doors, no locks conference contribution 30 May 14 by Chrissi Nerantzi and Sue Beckingham
Manchester Metropolitan University
Sheffield Hallam University
BYOD4L: no doors, no locks
Designing Learning Landscapes: Mobile, Open, Inclusive.
Learning & Teaching Conference, Goldsmiths, University of London, 30 May 2014
• authentic and contextualised learning
• personalised, self-organised, self-directed
• social learning
• flexible pedagogies
• lifelong and lifewide learning
• connected, collaborative, open
• recognising finally the positive impact of human
interaction for learning
The future of education (2030 vision):
“The overall vision is that personalisation, collaboration and informalisation
(informal learning) will be at the core of learning in the future. “
(Redecker, 2014, 12)
What did we want to explore...
in the open
create a learning
Who filled out the survey
Outside of UK:
• Hong Kong
Warning! Incomplete picture
6. How frequently do you use the following
devices for learning and/or teaching?
Total never rarely sometimes regulary No Response
smartphone 75 10 8 12 45 2
tablet 72 3 7 18 44 5
digital camera 71 12 19 21 19 6
camcorder 67 22 20 20 5 10
audio recorder 72 11 24 23 14 5
We got ‘well kitted’
learners who use a
variety of devices but
phones and tablets)
usage of devices for L & T
Smartphone Tablet Digital camera Camcorder Audio recorder
8. Tick the degree of experience you have in
the following areas.
not very experienced experienced
open learning 75 9 20 34 12 2
open course organiser 75 32 27 12 4 2
using social media for learning 75 4 24 34 13 2
networked learning 75 6 17 38 14 2
mobile learning 74 7 28 29 10 3
social media and
who wanted to
learn more about
Reasons for joining #BYOD4L
0 10 20 30 40 50 60
sharing experiences, learning with
and from others, networking
professional development for
interested in open course design
interested in course themes
Individuals were confident,
comfortable and experienced in such
spaces and joined us for CPD
(according to the initial survey).
How can we attract individuals who are
less confident and experienced?
our magical open box
• un-course: facilitator provides the topic which is then co-developed and co-
constructed by learners and facilitators (Siemens, 2002)
• “systems have to be imagined, actions and activities have to be planned to a greater
or lesser degree, choices have to be made about what or what not to do, effects
have to be observed and experienced and actions have to be modified in response
to what happens.” (Jackson, 2013, 4)
• the idea of “digital habitats - that of learning together in communities of practice”
(Wenger et al, 2009, 3)
• Learner Generated Context is “a context created by people interacting together with
a common, self-defined learning goal. (Luckin et al, 2010, 72-73)
• Knowledge is something that emerges from within a community (Cormier, 2008)
• Knowledge as a lived experience (Wenger’s et al, 2009)
• a learning ecology "a process(es) created in a particular context for a particular
purpose that provides opportunities, relationships and resources for learning,
development and achievement" (Jackson 2013:14).
(Nerantzi & Beckingham, 2014)
Categorisation of learning ecologies and their educational contexts.
(OER – Open Educational Resources, OEP - Open Educational
Practices). Source: Jackson (2013)
Facilitators as co-learners in a collaborative
open course for teachers and students in
• The social glue: creating a community of facilitators
using social media
• Facilitators as co-learners
• Tweetchats, more than just chats
• Global offer and time zones challenges
• Making time a challenge for facilitators
(Nerantzi, Middleton & Beckingham, accepted)
A study of the facilitator experience using qualitative data from survey 100%
Veletsianos (2014, online) talks about “social media as places where some academics express
and experience care.”
positive relationships/social interdependence (Deutsch, 1949)
achieve common goals
14 – 18 July
Is your institution
• Manchester Metropolitan University
• Sheffield Hallam University
• University of Sussex
• University of Ulster (TBC)
• Research on open badges
• Open facilitators’ experiences project (work-in-
• New open course development #FOS4ALL
• Getting ready for BYOD4L in July!!!
Cormier, D. (2008) Rhizomatic Education: Community as Curriculum, Innovate. Journal of Online Education, V 4 No 5, Jun-Jul 2008,
available at http://eric.ed.gov/?id=EJ840362
Deutsch, M. (1949) A theory of cooperation and competition, in: Human Relations, 2, pp. 129-152.
Galley, R., Conole, G, Dalziel, J and Ghiglione, E. (2010). Cloudworks as a ‘pedagogical wrapper’ for LAMS sequences: supporting the
sharing of ideas across professional boundaries and facilitating collaborative design, evaluation and critical reflection. LAMS and
Learning Design. A. Alexander, J. Dalziel, J. Krajka and R. Kiely. Nicosia, University of Nicosia Press. 2: pp. 37-50.
Jackson, N. J. (2013) The Concept of Learning Ecologies in N Jackson and G B Cooper (Eds) Lifewide Learning, Education and Personal
Development E-Book. Chapter A5 available at http://www.lifewideebook.co.uk/uploads/1/0/8/4/10842717/chapter_a5.pdf [accessed
9 February 2014]
Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., Day, P., Ecclesfield, N., Hamilton, T. and Robertson, J. (2010) Learner
Generated Contexts: a framework to support the effective use of technology to support learning, in: Lee, M. J. W. & McLoughlin, C.
(eds) Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching, IGI Global, pp. 70-84., available at
http://knowledgeillusion.files.wordpress.com/2012/03/bookchapterluckin2009learnergeneratedcontexts.pdf [accessed 25 January
Nerantzi, C., Middleton, A. & Beckingham, S. (in print) Facilitators as co-learners in a collaborative open course for teachers and students in
Higher Education, in: Learning in cyberphysical worlds, eLearning paper, issue No. 39.
Nerantzi, C & Beckingham, S (2014) BYOD4L – Our Magical Open Box to Enhance Individuals’ Learning Ecologies, in: Jackson, N. & Willis, J.
(eds.) Lifewide Learning and Education in Universities and Colleges E-Book, avaialable athttp://www.learninglives.co.uk/e-book.html.
Siemens, G. (2002) "Elearning Course," elearnspace, August 27, 2002, available at
http://www.elearnspace.org/Articles/elearningcourse.htm [accessed 8 February 2014].
Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Hybrid Pedagogy. Available at
http://learnerexperiences.hybridpedagogy.com [accessed6 May 2014]
Wenger, E., White, N. & Smith J. D. (2009) Digital Habitats. Stewarding technology for communities, Portland: CPsquare.