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Doctoral studies Year 4 the journey continues


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Doctoral studies Year 4 the journey continues

  1. 1. the journey continues... Year 4: towards more independence Imagesource Developing a flexible collaborative learning framework for open cross-institutional Academic Development courses at postgraduate level Chrissi Nerantzi PhD student, Edinburgh Napier University Academic Developer Manchester Metropolitan University @chrissinerantzi
  2. 2. Research design, Version 2 wo Case 1 FDOL132 (2013) (n=19) Case 2 #creativeHE (2015) (n=14) Initial survey, 19 Qs (n=25) final survey, 11 Qs (n=22) Individual phenomenographic interviews (n=22) categories of description outcome space possible framework Phenomenography(Marton,1981)
  3. 3. Completed interviews and transcribed Jan 2016 How many interviews > 22 Total interview hours > 14 hrs 23 mins Transcribing time > 126 hrs / 5,25 days Total length of interview transcripts > 100,999 words
  4. 4. All data added to Nvivo, initial nodes (22 Jan 2016)
  5. 5. Creating themes and categories, case 1 ONLY at the moment (31 Jan 2016) Thinking of moving: motivations into engagement course enhancement ideas into course design I would then have 4 broad themes
  6. 6. Re-arranging everything: Creating categories, case 1 ONLY at the moment (6 Feb 2016) >>>26
  7. 7. NMC Horizon Report HE 2016 • Focus on unbundling formal learning • Identifying opportunities for using informal learning for formal qualifications. • Universities should act and seek to develop new models • Hands-on learning • Staff development needed using collaborative and inquiry-based approaches to live open learning
  8. 8. #creativeHE was shortlisted and highly commended March 2016
  9. 9. Pool of meanings 12 March 2016
  10. 10. Funded place to share my PhD research at the Open Education Global Conference in Krakow, April 16
  11. 11. Towards OEC (1 May 2016) Open Educational Resources Open Educational Practices Open Educational Communities
  12. 12. Cross-disciplinary “trading zones” “… one finds scholars of teaching and learning seeking advice, collaborations, references, methods, and colleagues to fill in whatever their own disciplinary communities cannot or will not provide… […] where scholars are busy simplifying, translating, telling, and persuading ‘foreigners’ to hear their stories and try their wares.” (Huber & Morreale, p. 19). ”the increasing cross-disciplinary conversations around SoTL have broadened its trading zone” (Huber & Morreale, p. 2).
  13. 13. “The metaphor of the web suggests a definition of culture as less formalised, less clear-cut, more enigmatic and much more closely, integral to the experience of being in the world, since human beings are enmeshed. Intercultural learning implies, therefore, that results from moving between webs of significance familiar to oneself and those familiar to others.” (Somekh & Pearson, 2002, 487)
  14. 14. Cross-cultural diversity “There is evidence that cross-cultural diversity may increase participation in online collaborative learning as Mittelmeier, Rienties, and Whitelock (2016) small-scale study shows. “One consideration may be whether participation in online collaborative activities could become more equal with increased opportunity to develop positive social relationships with diverse peers.” Mittelmeier, Rienties, and Whitelock (2016, 5)
  15. 15. /english-universities-team-councils-boost- regions
  16. 16. TEF: The White Paper (May 16) /bis-16-265-success-as-a-knowledge-economy-web.pdf (p. 6) (p. 7) (p. 7)
  17. 17. p. 8
  18. 18. May 2016 • Degrees via futurelearn platform through-futurelearn/
  19. 19. Not sure what is new about this? 26 May 2016 academic-credits
  20. 20. #brexit 23 June 16 36619686 switch/wp/2016/06/24/the-british-are- frantically-googling-what-the-eu-is-hours- after-voting-to-leave-it/
  21. 21. results-and-analysis http://www.elect oralcommission. information-by- subject/elections -and- referendums/upc oming-elections- and- referendums/eu- referendum/elec torate-and- count- information
  22. 22.
  23. 23. Shocking! results/
  24. 24. Prof. Martin Weller’s reaction
  25. 25. Prof. Ronald Barnett’s response referendum-will-uk-he-become-less-global-more-parochial
  26. 26. Initial survey, 19 Qs (n=25) Final survey, 11 Qs (n=22) Individual phenomenographic interviews (n=22) (main data collection method) Pool 1 Course 4 categories of description Pool 3 Collaboration 3 categories of description Pool 2 Cross- Boundaries 4 categories of description Outcome space Collaborative open learning framework for cross-institutional academic development Phenomenography(Marton,1981) Literature Case 1 FDOL132 (2013) (n=19) Case 2 #creativeHE (2015) (n=14) + Surveys findings Two surveys, (supplementary data collection method)
  27. 27. European Commission (Aug 2016) Support framework for opening up Higher Education
  28. 28. New publications not used in thesis
  29. 29. Open flip (Weller, 2016) • Use of OER, open textbooks to flip the classroom • Add link
  30. 30. Milligan and Littlejohn paper (2016) MOOC context Motivation more important than design. Acknowledge that non-self-directed learners need support Collaborative learning not mentioned as a possible strategy Add link
  31. 31. Sustainability and OEP • Teresa… add summary and link to paper here
  32. 32. • “Learning occurs in the mind, independent of time and place” Plato 428-348 BC The Greek Anthology (1906) 111, 197 • “…knowledge is constructed by learners through and with others.” (Salmon, 2013:5) Salmon, G. (2013) E-tivities: the key to active online learning, Second edition. New York: Routledge.
  33. 33. Started 14 January 2013 Drafts of all chapters ready 28 May 2016 Started reviewing all chapters 28 May 2016 Full draft (567 pages, 138,115 words) ready 13 July 2016 and submitted to supervisory team Feedback on full draft 9 September 2016 Darft V 2 to be submitted January 2017
  34. 34. For Sandra • RQ1: How are open cross-institutional academic development courses experienced that have been designed to provide opportunities for collaborative learning? • RQ2: Which characteristics of open cross-institutional academic development courses influence learners' experience and how? • RQ3: Drawing upon research findings from RQ1 and RQ2, what could be the key features of a proposed collaborative open learning framework for open cross- institutional academic development courses?
  35. 35. In this PhD I explored… • Collaborative open learning in cross-institutional professional development courses for those who teach in HE in the UK. • Collaborative open learning is defined for this study as learning that happens in openly-licensed courses online and offline, where collaboration is a choice and designed-into the course. • The collaborations among institutions are of informal nature.
  36. 36. This is important because… • To break free from conservatism in academic development, to model innovations in learning and teaching and to enable staff to experience these first hand • Seize opportunities presented by the importance placed in academic development as teaching moved centre stage, technological advancements (digital, social media), the open education movement. • Respond to the call from the sector for more collaborative, connected and open provision across institutions in the UK and further afield. • To transform practices, practitioners, how academic development is practised currently and put forward a case for new practices.
  37. 37. I reviewed the literature around… • Collaborative learning • Open education • Technology for learning and frameworks • Academic development
  38. 38. I did this by… • Conducting a phenomenographic study to gain insights into how collaborative open learning was experienced and the qualitatively different ways in which it was experienced. • Collecting evidence via individual remote interviews with 22 participants on 2 open courses, FDOL and #creativeHE. • The findings led to 11 categories of descriptions grouped in 3 pools: collaboration, course, cross-boundaries. • The final output was the outcome space which shows the inter-relationships of the categories of descriptions.
  39. 39. The main limitations were… • Researcher’s involvement, bracketing strategy to increase trustworthiness > reflective diary • Majority of participants were informal learners > purposeful sampling to extend within the cases to have a better balance • Surveys, better alignment of both would help comparison • Researcher’s first time involved in such a scale of phenomenographic study, first ever outcome space
  40. 40. My contribution to knowledge… In the area of open academic development Contribution to theory • New insights into collaborative open learning patterns and learning within a community • Deeper understanding of cross-boundary learning Contribution to practice • Development of a collaborative open learning framework
  41. 41. SEP 16: ALT shortlisted finalist and runner up winner of the ALT Learning Technologist of the Year Award 2016
  42. 42. Supervisory meeting at Edinburgh Napier 10 Sep 2016 Need to be more precise and critical Should take more time writing and reflecting I wish I had more time I wish I didn’t mind about the money I pay each year I wish I could spent more time with my family I need to finish this! I can’t afford to do this for 8 years!!! Life is running away from me. Discussed first draft Received feedback
  43. 43. TEF 2 (September 2016) em/uploads/attachment_data/file/556355/TEF _Year_2_specification.pdf
  44. 44. MOOC developments (Sep 16) A case for MOOCs MOOCs as ongoing development opportunities. MOOCs for professional learning More self-paced MOOCs now observed even less interaction
  45. 45. MMU, Manchester and Salford Collaboration
  46. 46. West Midlands Unis come together midlands-unis-to-join-forces-in-devolution-inspired-collaboration.php
  47. 47. From MOOC to MOIC (Oct 2016) teaching-odyssey/
  48. 48. 016/10/13/former- minister-calls-changes- higher-education- research-bill-public- interest/ (Oct 2016)
  49. 49. 37694248?post_id=10152776563587703_10153911530432703%3FSThisFB (Oct 2016)
  50. 50. US elections 9 Nov 16
  51. 51. SEDA conference, Nov 16, presenting the framework David Baume s-for-alt-on-the-seda-21st-annual-conference- november-2016/
  52. 52. Nov 16 37975359?ocid=socialflow_twitter&ns_mchan nel=social&ns_campaign=bbcnews&ns_source =twitter
  53. 53. 30 Nov 16 • Social interdependence mentioned for collab learning • Learning with the crowd • Design frameworks • Social media ting_pedagogy_2016.pdf
  54. 54. Dec 16
  55. 55. Dec 2016 • MOOCs for credits via Futurelearn
  56. 56. to start in 2017 launch-of-oeru-1st-year-of-study-approved
  57. 57. Dec 2016 original.jpeg
  58. 58. Jan 2017 education-network/2017/jan/12/brexit- doesnt-have-to-be-a-disaster-for-universities Student figures are going down But there seems to be optimism As exchange rate has fallen And it will be cheaper to study in the UK
  59. 59. 13 Jan 2017, Teaching Excellence Alliance emerging who want to role out a national ac dev programme, starting with a pilot