Adventures outside MOOCland


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Adventures outside MOOCland

  1. 1. adventures outside MOOCland contribution for the QAA MOOC network workshop 17 July 14, by Chrissi Nerantzi Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi
  2. 2. 10 July 2014
  3. 3. Open educational practices beyond MOOCland? They do exist. But why do we seem to ignore them? “Bigger is better!” Is it really? “Size matters!” If it does, what do we do about it? One size doesn’t fit all! Remember? debating
  4. 4. WelcometoMOOCland! ... going that way...
  5. 5. “Content is not education, interaction is!” Darco Jansen
  6. 6. (Redecker, et al 2011, 43) The future of learning: preparing for change: “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ (Redecker, et al 2011, 9)
  7. 7. Academic Development Initial Development Teaching Qualification HE CPD Prof. Recognition Supporting indiv/teams Rewarding Excellent Teaching Pedagogical Research Policy/Strategy dev L&T context
  8. 8. Academic Developer expert change agent co-learner co- researcher academicdeveloper’sroleischanging
  9. 9. “Don’t replace one mono- culture with another” Weller (2014, online)
  10. 10. open CPD online resources FLEX (cc) BYOD4L (cc) FDOL (cc) Openness in Education (cc) TLC (cc) Assessment in HE open access pedagogic research openCPDofferedatMMU
  11. 11. open CPD: How we are dealing with quality... • design -in open pathways to approved HE provision • approved shell units to formalise informal practice- based open CPD and gain academic credits • peer review open provision internally/externally • carry out ongoing evaluative collaborative pedagogical research on learners’ & facilitators’ experience & approach/features used for further enhancement, dissemination • facilitate collaboratively, ongoing open peer review process during facilitation • learning analytics quality assured & enhanced through peer review at all stages
  12. 12. examples of open CPD that follow • open course Flexible, Distance and Online Learning (FDOL) • FLEX, open CPD programme • Bring your own devices for learning (BYOD4L), • Openness in Education (facilitated version of available OER), in-education/ • Assessment in Higher Education, • PgCert in Learning and Teaching in HE with open pathways (under development)
  13. 13. open course Flexible, Distance and Online Learning (FDOL) Chrissi Nerantzi & Lars Uhlin (course developers) approved PGCAP module since July 2011 designed as open collaborative module FDOL131 - FDOL132 - FDOL141 2013, 2014
  14. 14. Course FDOL131 FDOL132 FDOL141 Course duration 11Feb – 7 May 13 12 weeks 12 Sep – 5 Dec 13 12 weeks 10 Feb - 23 March 14 6 weeks Thematic units 6 7 6 Learners 80 107 86 Learners from the UK 42 65 38 Learners from Sweden 21 20 27 Learners from other countries 17 22 21 Groups 8>4 4>3 6>4 Learners in groups/% 64/80% 31/29% 27/32% Facilitators 4>3 4 14>11 (in pairs/threes) Learners per facilitator 27 36 7 or 14 (in pairs) Learners that completed in groups 16 13 17 Completionrate based on the whole cohort insufficient information insufficient information insufficient information Completionrate based on group participation 25% 43% 63% (Nerantzi, 2014)
  15. 15. Case study 1 (PhD project) Chrissi Nerantzi AcademicDeveloper Manchester MetropolitanUniversity, UK Lars Uhlin Educational Developer KarolinskaInstitutet, Sweden
  16. 16. Findings: initial survey 19 participants in study 17 completed 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%
  17. 17. Findings: final survey Final survey: 11 completed 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%
  18. 18. Key observations importance for 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%
  19. 19. Boosting motivations! “I wasn't prepared to do it on my own because I didn't have a reason to do it. I like the, um, I like the collaboration, even though it was frustrating, organizing the groups and expecting everybody to contribute. When we got together, the four of us, I liked the fact that I was learning from the others. And to be honest, this is the most useful course I ever have done because I'm learning from others.” participant F7 Group work: Data from phenomenographic interviews confirmed, that working in groups, influenced significantly engagement, motivation and learning despite the challenges experienced.
  20. 20. • Collaboration in groups – Synchronous communication made it real for some (others find it a challenge) – Learners felt part of a community – Organisational, technology challenges at the start – Time challenges throughout (synchronous meetings helped some, others not) – Valued learning with and from peers – Contributing to group and peer feedback seen as valuable – Intellectual challenge – Assessment obstructed from group work, too much focus on output/reflection – Quality of output considered good, acceptable, poor – Group size, small worked best (3-4, pairing suggested) – Experiencing group work as a student valuable – Facilitator support was valued – Extending learning opportunities offline in local communities Group related data Preliminary thematic analysis
  21. 21. •practice-based open CPD •CPD activities self-selected •including open educational offers •formal and informal opportunities •participating or leading FLEXschemeandFLEXunits
  22. 22. FLEX Academic Portfolio Teaching & Research Formal pathway Informal pathways QualificationsPromotion Professional Recognition Open badges (Hollings pilot) FLEXschemeatMMU
  23. 23. Teaching and Learning Conversations webinar series to share innovative practices
  24. 24. BYOD4L: Bring Your Own Devices for Learning: open course, 5 days block delivery, open badges, formal pathway, teachers and studentsilitators January 2014: distributed facilitators July 2015: 5 institutions joined Chris Rowell Chrissi Nerantzi Panos Vlachopoulos Ellie Livermore Sue Beckingham Kathryn Jensen Alex Spiers David Hopkins Andrew Middleton David Walker Neil Withnell Ola Aiyegbayo
  25. 25. 5Cs Connect Communicate Curate Collaborate Create (Nerantzi & Beckingham, 2014)
  26. 26. using authentic stories student stories teacher stories
  27. 27. Categorisation of learning ecologies and their educational contexts. (OER – Open Educational Resources, OEP - Open Educational Practices). Source: Jackson (2013)
  28. 28. extending BYOD4L through F2F local engagement recognising informal learning
  29. 29. 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
  30. 30. BYOD4L answer garden 1 February 14
  31. 31. Join our open educational adventure 10-15 March 14 week.php Launch of the North-West OER Network OpennessinEducation(OpenEducationWeek)repurposinganexistingOER
  32. 32. open-up: Assessment in HE module • Unit since 2008 (face-to-face> blended> online (2014) • Online: 6 weeks • Weekly activities (discussion, webinar, tweetchat) • Open: To make available to external colleagues • Challenges: Engagement led by: Dr Rachel Forsyth, MMU, Dr Rod Cullen, MMU, Dr Anne Jones, Queens’ University Belfast
  33. 33. LTHE (30 credits) FLEX (30 credits) PgCert in Higher Education with open pathway • collaborative partners and international • promoting an ethos of borderless cooperation and collaboration • inquiry -and practice-based design • blending institutional technologies with social media open badges credit route open CPD FLEX [pathway]
  34. 34. Useful reminder? Computer –supported collaborative learning (CSCL) developed in the 90s • Content = resources for learning and can only be effective within a motivational and interactive context. • The Teacher effort per student is increased significantly in online settings if compared with a face-to-face classroom. Interactions are ongoing to create and sustain social presence and community. • Developing collaborative learning and peer-to-peer interactions require time and effort, careful planning and a pedagogical design that enables this. Support is ongoing. • Learning activities are organised in a variety of settings, not all of them are online. Technologies are also used in face-to-face synchronous and asynchronous interactions. (Stahl et al. 2006, 410)
  35. 35. Opportunities... • introduce integrated open pathways based on a rationale (and clear purpose) • find ways to recognise & formalise informal learning • collaborate with colleagues in own and other institutions • create rich and collaborative learning/development opportunities • share, release resources/practices as open educational resource (OER), use/repurpose OER! • start small
  36. 36. References • Gauntlett, D. (2011) Making is connecting. The social meaning of creativity, from DIY and knitting to YouTube and Web2.0, Cambridge: Polity Press. • 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] • Nerantzi, C (i2014) A personal journey of discoveries through a DIY open course development for professional development of teachers in Higher Education (invited paper),Journal of Pedagogic Development, University of Bedfordshire, pp. 42-58. • Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S. & Hoogveld, B. (2011): The Future of Learning: Preparing for Change, JRC Scientific and Technical Reports: European Commission, Institute for Prospective Technological Studies, available at • Stahl, G., Koschmann, T. & Suthers, D. (2006) Computer-supported collaborative learning: An historical perspective. In: Sawyer, R. K. (ed.) Cambridge handbook of the learning sciences, Cambridge: UK: Cambridge University Press, pp. 409- 426, available at [accessed 16 July 2014] • Weller, M. (2014) The Battle for Open Webinar, The Ed Techie, 21 March 2014, available at [accessed 22 March 2014] • Zourou, K. (2013) Open Education: multilingual, user driven and glocalised, in: European Commission (2013) Open Education 2030 JRC-IPTS Call for Vision Papers. Part 1: Lifelong Learning, pp. 33-37, available at [accessed 23 March 2014]
  37. 37. adventures outside MOOCland contribution for the QAA MOOC network workshop 17 July 14, by Chrissi Nerantzi Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi