BYOD4L: No doors, no locks conference contribution 30 May 14 by Chrissi Nerantzi and Sue Beckingham


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Designing Learning Landscapes: Mobile, Open, Inclusive.
Learning & Teaching Conference, Goldsmiths, University of London, 30 May 2014

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BYOD4L: No doors, no locks conference contribution 30 May 14 by Chrissi Nerantzi and Sue Beckingham

  1. 1. Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi Sue Beckingham Academic Developer Sheffield Hallam University @suebecks BYOD4L: no doors, no locks Designing Learning Landscapes: Mobile, Open, Inclusive. Learning & Teaching Conference, Goldsmiths, University of London, 30 May 2014
  2. 2. Bring Your Own Device for Learning
  3. 3. global trends • 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)
  4. 4. What did we want to explore... Learning together in the open Supporting to create a learning community
  5. 5. BYOD4L is... mobilemobile flexibleflexible collaborativecollaborative authenticauthentic autonomousautonomous self-organisedself-organised self-determinedself-determined pick ‘n’ mixpick ‘n’ mix supportedsupported registration-freeregistration-free for teachers & studentsfor teachers & students rewarding achievementrewarding achievement BYOD4Learning course BYOD4Learning course MELSIG Smart Learning event #3 MELSIG Smart Learning event #3 MELSIG Book project MELSIG Book project
  6. 6. 5Cs Connect Communicate Curate Collaborate Create (Nerantzi & Beckingham, 2014)
  7. 7. using authentic stories student stories teacher stories
  8. 8. extending BYOD4L through F2F local engagement
  9. 9. BYOD4L answer garden 1 February 14
  10. 10. BYOD4L blog traffic
  11. 11. Who filled out the survey voluntarily? 74 66 Outside of UK: • Australia • Canada • Hong Kong • Jordan • USA 22 students 51 Professionals (majority: Academics, Academic Developers, Learning Technologists) Warning! Incomplete picture
  12. 12. 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 show preference towards smart devices (smart phones and tablets) 26% 28% 18% 11% 17% usage of devices for L & T Smartphone Tablet Digital camera Camcorder Audio recorder
  13. 13. 8. Tick the degree of experience you have in the following areas. Total not experienced at all not very experienced experienced very experienced No Response 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 We got experienced open learners confident with social media and networked learning who wanted to learn more about mobile learning 0 10 20 30 40 50 60 Open learning Open course organiser Using social media for learning Networked learning Mobile learning experience Series1
  14. 14. Reasons for joining #BYOD4L 0 10 20 30 40 50 60 sharing experiences, learning with and from others, networking research interest professional development for application new ideas interested in open course design used interested in course themes frequency frequency
  15. 15. Individuals were confident, comfortable and experienced in such spaces and joined us for CPD (according to the initial survey). Question How can we attract individuals who are less confident and experienced?
  16. 16. 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)
  17. 17. Categorisation of learning ecologies and their educational contexts. (OER – Open Educational Resources, OEP - Open Educational Practices). Source: Jackson (2013)
  18. 18. Facilitators as co-learners in a collaborative open course for teachers and students in Higher Education • 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% January 2014
  19. 19. Veletsianos (2014, online) talks about “social media as places where some academics express and experience care.” promotiveinteraction trusting caring sharing supporting community positive relationships/social interdependence (Deutsch, 1949) achieve common goals
  20. 20. cross-institutional #BYOD4L 14 – 18 July Is your institution joining us? • Manchester Metropolitan University • Sheffield Hallam University • University of Sussex • University of Ulster (TBC)
  21. 21. What next? • Research on open badges • Open facilitators’ experiences project (work-in- progress) • New open course development #FOS4ALL • Getting ready for BYOD4L in July!!! • …
  22. 22. Unlock the potential!
  23. 23. References Cormier, D. (2008) Rhizomatic Education: Community as Curriculum, Innovate. Journal of Online Education, V 4 No 5, Jun-Jul 2008, available at 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 [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 [accessed 25 January 2014] 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 at Siemens, G. (2002) "Elearning Course," elearnspace, August 27, 2002, available at [accessed 8 February 2014]. Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Hybrid Pedagogy. Available at [accessed6 May 2014] Wenger, E., White, N. & Smith J. D. (2009) Digital Habitats. Stewarding technology for communities, Portland: CPsquare.