Towards cross-institutional learning (Sheffield Hallam, 19 April 12)
towards cross-institutional open learning an example from Academic Development Chrissi Nerantzi Academic Developer @chrissinerantzi Sheffield Hallam University 19 March 2012, Sheffield
Discuss with the person next to you your thoughts about cross- institutional open learning.
bringing together“a shift towards ‘openness’ in academic practice as not only apositive trend, but a necessary one in order to ensuretransparency, collaboration and continued innovation.” (Wiley,2006, online)Networked learning is an active enabler for social learning(Siemens, 2011)Problem-Based Learning (PBL) enables active, collaborativeand peer learning based on ill-structured or authenticscenarios and scaffold enquiry (Savin-Baden 2003; Hmelo-Silver et al. 2009).
context Academic Development Postgraduate Certificate in Academic PracticePostgraduate Certificate in Learning and Teaching in HE
Data collection• individual remote interviews• surveys (initial and final)• reflective accounts
findings linked to online cross-institutional collaborationmulti-disciplinary groupsgroup sizerulesfacilitationcommunitytechnologies
discussion• value cross-institutional practices• networked learning and the creation of broader communities of practice (Wenger et al, 2011)• online PBL enabler for collaborative learning• decentralised but supported delivery models• pick ‘n’ mix technologies and learning spaces
Using existing resources and expertise more effectively through sharing and exchange with othertowards cross-institutional institutions.modules and programmes Utilising freely available social media tools and technologies, accessible to or owned by learners, enabling enhanced connectivity, thereby increasing buy-in. Adapting and creating resources collaboratively, preferable as OER and sharing with other learning communities. Developing and delivering sessions, modules and programmes in collaboration and partnership, thus enriching institutional offers. Providing learners the opportunity to connect with other learners beyond module and programme level and become active members of more open learning communities. Using opportunities for collaboration and shared pedagogical and subject-specific research and scholarly activities to raise standards of teaching and create good relationships among institutions, transforming competitiveness into cooperation – aiming for a common good.
• CPD activity for academic developers involved• development of blended Assessment and Feedback for Learning module based on PBL• Idea born to co-create a fully online and open cross-institutional module with a Swedish partner• Carry out research to develop a flexible PBL framework for open courses• TESS programme development based on experiential, social and authentic Problem-Based Learningimmediate impact
latest developments cross-institutional module Flexible, Distance and Online Learning (FDOL) Research to develop an flexible PBL model for open courses
Teaching Essentials (TESS) programmeopen access programme – looking for a partner
• 2008 MOOCs Canada and US – learning in Networks (Stevenelsewhere? • Downes, George Siemens) MIT • Stanford • 2012 MOOC Oxford Brookes coming soon (announced in Feb 12) • OER modules: University of Wolverhampton, University of Lincoln • Related cross-institutional collaborations elsewhere: between Edinburgh Napier and Aston University
our answer• from competition to collaboration• from closed to cross-institutional and open• shared development• assessment tailored to institutional requirements• shared facilitation• peer learning and support
What are the benefitsand challenges of cross- institutional open learning?
references• Hmelo-Silver, C. E., Derry, S. J., Bitterman, A. and Hatrak, N. (2009) Targeting Transfer in a STELLAR PBL Course for Pre-service Teachers, The Interdisciplinary Journal of Problem-based Learning, Volume 3, No. 2, Fall, pp. 24-42.• Marton, F. (1994) “Phenomenography as a Research Approach”, Husen, T. and Postlethwaite, N. (2nd ed) The International Encyclopedia of Education, Vol. 8, Pergamon, pp. 4424-4429, available athttp://www.ped.gu.se/biorn/phgraph/civil/main/1res.appr.html [accessed 7 Feb 2012].• Mills, D (2006) Problem-based learning: An overview, available at http://www.csap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 [accessed 5 Feb 2012]• Savin-Baden, M (2003) Facilitating Problem-Based Learning, Illuminating Perspective, Maidenhead: SRHE and Open University Press.• Scardamalia, M. and Bereiter, C. (1994) ‘Computer support for knowledge-building communities’ in The Journal of Learning Sciences, 3(3), 256-283.• Siemens, G. (2011) Moving beyond self-directed learning: Network-directed learning, 1 May, available at http://www.connectivism.ca/?p=307 [accessed 27 Jan 2012]• Wenger, E., Trayer, B. and de Laat, M. (2011) Promoting and assessing value creation in communities and networks: a conceptual framework, Rapport 18, Ruud de Moor Centrum, Open Universiteit, available at http://www.social-learning- strategies.com/documents/Wenger_Trayner_DeLaat_Value_creation.pdf [accessed 3 Feb 2012]• 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 28 Jan 2012]
towards cross-institutional open learningan example from Academic Development Chrissi Nerantzi Academic Developer ww.adu.salford.ac.uk firstname.lastname@example.org @chrissinerantzi, @pgcap
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