The FDOL journey so far presented at NW ALT SIG 12 Dec 13 with Neil Withnell
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The FDOL journey so far presented at NW ALT SIG 12 Dec 13 with Neil Withnell

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The FDOL journey so far presented at NW ALT SIG 12 Dec 13 with Neil Withnell Presentation Transcript

  • 1. #FDOL131, #FDOL132, #FDOL141 an open course using Problem-Based Learning Chrissi Nerantzi, Lars Uhlin, Dr Maria Kvarnström, Neil Withnell linked to PhD research project by Chrissi Nerantzi Chrissi Nerantzi & Neil Withnell NW ALT SIG MMU event 12 Dec 13 Flexible, Distance and Online Learning an open course using COOL FISh http://fdol.wordpress.com/ Twitter: @openfdol #fdol141
  • 2. FDOL ABOUT: • flexible, distance and online learning FOR: • teachers and other professionals who support learning in Higher Education FORM: • autonomous and group based learning approach in an open course (COOL FISh) • cross-disciplinary, cross-institutional grouping • opportunity for teachers to connect worldwide • open for everybody • model the use of freely available technologies to support open online mobile learning
  • 3. FDOL132 organisers and PBL facilitators Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK FDOL organiser PBL facilitator Lars Uhlin Educational Developer Karolinska Institutet, Sweden Maria Kvarnström Educational Developer Karolinska Institutet, Sweden Neil Whitnell Senior Lecturer in Nursing, University of Salford FDOL organiser PBL facilitator FDOL organiser PBL facilitator PBL facilitator
  • 4. COOL FISh 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 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 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?
  • 5. Organisation of FDOL131
  • 6. Organisation of FDOL132 Nerantzi, Uhlin & Kvarnström (2013)
  • 7. #FDOL132 overview Unit 1 (12 – 25 Sep): Orientation Unit 2 (26 Sep – 2 Oct): Digital literacies Unit 3 (3 – 16 Oct): Flexible learning and teaching in the digital age Unit 4 (17 – 30 Oct): Collaborative learning and communities Unit 5 (31 Oct – 13 Nov): Supporting learners Unit 6 (14 – 27 Nov): Open educational practices Unit 7 (28 Nov – 5 Dec): Sharing
  • 8. linking spaces: important! http://fdol.wordpress.com/
  • 9. communities
  • 10. FDOL132 community space
  • 11. FDOL132 PBL group space (Neil’s group)
  • 12. Neil’s group: unit 1 task
  • 13. PBL group hangout (Chrissi’s)
  • 14. guest speakers FDOL132 webinar (unit 2)
  • 15. learners’ spaces portfolio, personal learning space? • WordPress or other blogging tools? • link with Twitter - add @openfdol #fdol132 to the title
  • 16. FDOL131 FDOL131 • Registered before start: 80 (PBL groups: 64 (core: 46 peripheral: 18) + autonomous 16) • Not confirmed to PBL groups or early drop-outs : 22 • Signed up in FDOL131 Google+: 45 • Participants in webinars: 10-20 • Participants who completed: 16 (20%) FDOL132 • • • • 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 complted: to be updated
  • 17. #FDOL131 + #FDOL132 visitors from 81 countries
  • 18. #FDOL132 WordPress stats
  • 19. #FDOL131 PBL group 1, unit 3:
  • 20. #FDOL132 unit 1 “It feels like that community buzz has been created amongst colleagues in this course, but across geographical boundaries.” FDOlL132 participant, unit 2 unit 3 unit 4 “I must say, the FDOL course I’m taking now really gives most of the control to the learners, and I’ve appreciated that quite a lot (although it is quite challenging).” FDOL132 participant, unit 6 “I registered for the first FDOL131 course, but I didn’t get a grip of the course and felt a bit lost. There was a lot of information but I felt it was a mountain to climb and that I was quite alone (there was no room left in any PBL groups). So I dropped out. I’m glad I gave it a second chance, this time in a PBL group which has been a strong motivator for continuing the course.” FDOL132 participant, unit 7
  • 21. #fdol131 summary of participants’ experiences shared during unit 6 webinar • • • • • • • • • • • course was challenging but rewarding everybody who engaged throughout in the PBL groups learnt useful to be a learner and experience difficulties in preparation for teaching online progressively developed confidence as an online learner developed better understanding of how to use tech more effectively in own practice (Google apps seemed to work well also on mobile devices, extending opportunities to engage) exploring opportunities for application in own practice community feel was important > how to achieve this? – getting to know each other through synchronous online ‘events’ such as hangouts and webinars made a huge difference, hearing a voice, seeing a person made it human – increased commitment when you know the others – bonding happened through engagement – learning to trust – more early hangouts were suggested COOL FISh simple and effective for online settings: speeded up working in groups, to keep on track, experience PBL tutor support was vital, knowing that there was somebody there when needed, especially at the beginning suggestion: more peer-to-peer learning and feedback with other groups suggestion: central feedback space, group buddy system could be developed
  • 22. #fdol132 summary of participants’ experiences shared during unit 7 webinar • • Using digital platforms and tools an initial challenge. Progressively it became easier Different working practices in groups: – – – • • • • • • • • • • • • • • asynchronous collaboration mainly, but frustrating to wait for answers, but challenging to find time when all available synchronous collaboration, speedy decision making and progress. Some left behind? mixed approach: asynchronous and synchronous, best of both? Learning from others really useful Learning in groups worked well. Active engagement Group size: smaller worked better Fun factor! Most useful where the hangouts for many! Webinars if participated. “When interacting like this, the webinars are fine, but not when watching. Useful when attending.” Participants recognised the importance of the facilitators The challenge of using written English language exclusively, can lead to misudnerstandings/misinterpretations The course reminded me of the value of collaborative learning. You have to put more effort in to make the collaboration work.” “Good use of technology is when you don’t notice it” “No need to use all the tools, focus on what would benefit your students.” Shift in thinking: “I won’t be lecturing that much, so that we will be working together, the students and I.” Length of the course; Too long, too short for others
  • 23. #FDOL141 • starts on the 10 February 2014 Ideas • COOL FISh further simplification (grouping by participants using Google +) • potentially unlimited groups, facilitator support available if needed • FISh for individual and collaborative inquiry • duration: 6-7 weeks (1 week > 1 unit) • streamline activities (3 max per unit) • 10 volunteer facilitators already • clear definition of facilitator role and responsibilities • introduce course leader • multiple hangouts led by participants, facilitator contribution, external guests
  • 24. #FDOL141 starts Feb 2014 Flexible, Distance and Online Learning an open course using COOL FISh http://fdol.wordpress.com/ Twitter: @openfdol #fdol141