It is all about... for the 3 June 16 :) What would you add?

“Forget about social media,
it is all about…………………..”
Chrissi Nerantzi, @chrissinerantzi, c.nerantzi@mmu.ac.uk
#ualsocialmedia
3 June 2016

Shorts
https://static.pexels.com/photos/5994/man-shorts-people-trunk.jpg

Conole’s (2012) e-learning timeline
@chrissinerantzi #ualsocialmedia

Help!

23 April 16

http://cdn.playbuzz.com/cdn/689cce3c-3895-471b-811d-4b41caab19d1/4301eb12-5cec-4b47-
8807-ded19cddef2a.gif
Shared with the permission of the individual

Share YOUR story ;)

Second hand
https://upload.wikimedia.org/wikipedia/commons/1/19/Clothes_swapping.jpg

http://blog.capitalogix.com/.a/6a00e5502e47b
2883301b8d10d4f5c970c-pi
What about cash?
What are your thoughts?

What about the Nokia brick?

https://pixabay.com/static/uploads/photo/2014/01/21/07/14/bird-feeder-248946_960_720.jpg
from mass media…

… to social media

Tony’s voice
“In distance education the equivalent space is
owned by network providers and proprietary
platforms such as Twitter and Facebook,
whose primary motivation is commercial
rather than educational, so their
environments are designed for commercial
benefit.
The open education movement has some
experience of this type of challenge, as open
textbooks and journals have been challenging
commercial publishers with similar priorities.
The free and open source software community
(FOSS) have a long history of providing an
alternative to commercial networking, and
over the years the open education movement
has periodically drawn on the knowledge and
experience of the FOSS community. ”
(Coughlan, 2016, online)
Tony Coughlan
@tjcoughlan

It is about social and open practices media
What does this mean to you? Use the rubber bands & anything else to illustrate this.
Take a picture and share! (activity based on an idea by Sandra Sinfield)
http://www.publicdomainpictures.net/pictures/10000/nahled/2316-12673493218cUP.jpg @chrissinerantzi #ualsocialmedia

Haute couture
https://upload.wikimedia.org/wikipedia/commons/2/26/Blythe_dolls_2006.jpg

“Uniform and standardised
approaches to staff
development may be
becoming less attractive. […]
the most effective formal
programmes allowed
individuals to use and reflect
on material generated in their
own practice, and integrate
this with their own career
development.” (Locke et al.
2015)
Also relevant in other contexts?

“The future of education in the 21st century is
not simply about reaching more people, but
more about improving the quality and diversity
of educational opportunities. How to best
organise and support teaching and learning
requires imagination, creativity and
innovation.” (Dominic Orr, Michele Rimini and
Dirk Van Damme, 2015, 11)

“Blending creativity and reflection, and infusing
them with qualities of imagination and play,
creates a powerful cocktail that enhances
learning” (James & Brookfield, 2014, 55)

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)
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
Phenomenography(Marton,1981)
Literature
Studying how collaborative open learning is experienced in cross-institutional academic
development courses (PhD research)

Case 1
https://fdol.wordpress.com/fdol132/
132
Informal
collaborating
institutions
Open
Education
Europa
Teacher
Contest
Finalist 2015
@BYOD4L
@OpenNetLearn
@FOS4L

Case 2
https://courses.p2pu.org/en/courses/2615/creativity-for-learning-in-higher-education/
Informal collaborating institutions & partners
Creativity for
Learning in HE
by Chrissi
Nerantzi for CELT,
MMU is licensed
under a Creative
Commons
Attribution-
ShareAlike 4.0
International
License.
Open
Education
Europa
Teacher
Contest
Finalist 2015
Shortlisted for Credo Digital
Award for Information Literacy
2016, highly commended
Offered also
during
OEW16
#creativeHE to be offered then again!

Studying how collaborative open learning is experienced in
cross-institutional academic development courses
(PhD research)
Cross-
boundaries
Collaboration
Course
Mixed professional contexts
Elasticity

“Sometimes I had no time, so, when I was in the bus, or at the university I was given through
my smartphone, and if I had, for example, five minutes free I was getting in the community
and try to keep up with the material and the thoughts that were shared in it. […] I could go to
the community, comment with him, or with her and I found this really interesting. It was the
first learning situation which was not in a classroom, or in a university. I was in the bus and I
was exchanging opinions, thoughts. It was very interesting.” C1
“We were from two different countries
in my group. And that was, I think that
was more attractive for me rather than
different institutions. I mean if
everybody was from UK, maybe
because I think, or I feel that I know the
UK system and how it works, maybe it
wouldn't have made any difference.I
see how things are working in
different countries. […] So when, they
ask something, and I saw that it can
work in a certain way because we have
done it here in UK I could tell them
what we have done and then they can
experiment. So from that point of view
it felt good, of sharing information.” F7
“I find the learning, the thinking of different
ideas, hearing how other people had dealt
with it. And 'cos we were so, from such
different backgrounds, that's quite useful as
well, 'cos obviously I'm a lecturer that is my
primary role… […] But there was somebody
else who was more from a school
background rather than a university
background, so it was bringing together lots
of different ways of thinking about things. I
did find it useful, because I think you need
those, you need to think outside, -side the
box. […] I would worry, if we'd all been HE
lecturers I wonder whether it' d've been the
same experience. That we wouldn't've all
just gone, "Oh that doesn't work!" “ F2

Immersive open collaborator
• Focus on self
• Lives elsewhere
• No small group participation
• Might participate at cohort level
• Might use course to complement
other studies, professional
recognition
• Uses course instructions
• Might get external support
• Focus on self
• Lives elsewhere
• Low group product
expectations
• Some small group
participation
• Might use course to
complement other
studies, professional
recognition
• Support mainly from
elsewhere
• Focus on group
• Lives in the group
• High group product expectations
• Might be studying towards credits on
course, or professional recognition
• Support mainly from within the group
Share YOUR examples!
Similarities?
Residents & Visitors?
(White & Le Cornu,
2011)
Authenticity, &
anonymity (Webb,
2015)

“The thing I enjoyed most was, there was one night when we were all working on a Google doc
together [in a hangout]. And that I found, I just, I don't know. Again it was 'cos it was a new,
something new, I just really enjoyed the fact that we were all working on something
simultaneous. So it really felt like you were making progress, and it was more than just talking
about things, and I liked that.” F2 @chrissinerantzi #ualsocialmedia

Communities
https://pixabay.com/static/uploads/photo/2015/08/26/22/09/community-909149_960_720.jpg

… crossings…
• Cross-disciplinary “trading zones” research (Huber &
Morreale, 2002); in ac. development context PgCerts
(Parsons, Hill, Holland & Willis, 2012)
• Crossover learning connects formal and informal learning
(Sharples et al. 2015)
• Cross-institutional collaboration foster increased
engagement in prof. development (Pawlyshyn, Braddlee,
Casper and Miller, 2013)
• Cross-cultural diversity may increase participation in online
collaborative learning (Mittelmeier, Rienties, and
Whitelock, 2016)
• Cross-boundary learning systems democratise HE > HE to
work in partnership with the public (Levin, 2004)
• Unbounded curriculum (Hall & Smyth, 2016) as a collective
creation by academics and students

The atelier…
https://c2.staticflickr.com/2/1367/624110500_241d691dc1_o.jpg

Adapting HE to the Social Age of Learning
(Nerantzi, Jackson & Beckingham, 2014)
Socio-constructivism
or constructing
meaning with others
Constructionism or
learning through
making
Experiential
participatory learning
Open learning
resources and
practices in the Social
Age

What are the
opportunities in
your context? What
could you do?
Create an airplane,
add 3 ideas and let
it fly!
https://upload.wikimedia.org/wikipedia/commons/thumb/e/e1/Origami_airplane.svg/1024px-Origami_airplane.svg.png

The 5Cs
of social learning
(Nerantzi & Beckingham, 2013, 2014, 2015)
Artwork by Ellie Hannan
Share YOUR example!

Academic CPD
Professional Recognition HEA
(AFHEA, FHEA), Good Standing
FLEX developmental CPD programme
Academic qualifications
(PgCert, MA in HE)
Informal CPD
FLEX 15 (D1) FLEX 30 (D2) Formal route
Informal route

Learning and Teaching in Higher Education
Chrissi & Sue, first chat Prof. Ale Armellini, No. 56 29 Oct 14 First #LTHEchat
Sep 15 Rotating organising team (3 so far)
Feb 15 Golden Tweeter bird (3 so far)
Feb 16 First bilingual #LTHEchat
Chrissi Nerantzi, Sue Beckingham, Dr David Walker, Peter Reed
Using Martin Hawksey’s Tags

“Problems are things or states that someone
thinks are worthy of attention or investigation.
They might be visualised from two very different
perspectives.
The first sees a problem as an issue that needs to
be resolved or rectified, the second that there is
an opportunity for something different.”
(Jackson, 1996, 3)

Chrissi Nerantzi
@chrissinerantzi
http://www.slideshare.net/chrissi
Dr Alison James, Carol Yeager, Neil Withnell, Sue
Beckingham, Prof. Norman Jackson, Chris, Rowell, Sandra
Sinfield, Sue Watling, Tony Coughlan, Margy MacMillan,
Haleh Moravej and many many others for our conversations,
collaboration and inspiration

ReferencesBeetham, H. (2015) Developing digital know-how: building digital talent. Key issues in framing the digital capabilities of staff in UK HE and FE, Bristol: Jisc, available at
http://repository.jisc.ac.uk/6259/1/Deepening_Digital_Knowledge.pdf
Bell, F. (2016) (Dis)connective Practice in Heterotopic Spaces for Networked and Connected Learning, in: Cranmer, S., Don, N. B., de Laat, M. & Sime J.A (2016)
Proceedings of the 10th International Conference on Networked Learning 2016, pp. 67-75, available at
http://www.networkedlearningconference.org.uk/abstracts/bell_symposium.htm
Coughlan, T. (2016) Networked Open Learning and FOSS, Public Open Scholarship, 16 April 16, available at https://publicscholar.org/2016/04/16/networked-open-
learning-and-foss
Hall, R. & Smyth, K., (2016). Dismantling the Curriculum in Higher Education. Open Library of Humanities. 2(1), p.e11. DOI: http://doi.org/10.16995/olh.66
Jackson, N. (1996) Imagining a different world, in: Jackson, N., Oliver, M., Shaw, M. and Wisdom, J. (1996) Developing Creativity in Higher Education, pp. 1-9
Laurillard, D. (2012) Teaching as a Design Science. Building Pedagogical Patterns for Learning and Technology, Oxon: Routledge
Levin, M. (2004) Cross-Boundary Learning Systems – Integrating Universities, Corporations, and Governmental Institutions in Knowledge Generating Systems, in:
Systemic Practice and Action Research, Vol. 17, No. 3, June 2004.
Nerantzi, C., Jackson, N. & Beckingam, S. (2014) Adapting HE to the Social Age of Learning: How can social media help?, in: Stodd, J. (ed.), Lifewide Magazine, Issue 11,
September 2014, pp. 23-27, available at http://www.lifewidemagazine.co.uk
Nerantzi, C. (2014) Disrupting Higher Education, in: Gejel, J. & Chandler, K. (ed.) Exploring Disruption and Resilience in the Social Age,Lifewide Magazine, Issue 12,
December 2014, pp. 82-83, available athttp://www.lifewidemagazine.co.uk/
Nowotny, H., Scott, P and Gibbons, M. (2001) Re-Thinking Science, Knowledge and the Public in the Age of Uncertainty, Cambridge: Polity Press.
Orr, D., M. Rimini and D. van Damme (2015), Open Educational Resources: A Catalyst for Innovation, Educational Research and Innovation, OECD Publishing, Paris.
DOI: http://dx.doi.org/10.1787/9789264247543-en
Sharples, M., Adams, A., Alozie, N., Ferguson, R., FitzGerald, E., Gaved, M., McAndrew, P., Means, B., Remold, J., Rienties, B., Roschelle, J., Vogt, K., Whitelock, D. &
Yarnall, L. (2015). Innovating Pedagogy 2015: Open University Innovation Report 4. Milton Keynes: The Open University, available at
http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2015.pdf
Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: Engaging head, hands and heart. International Journal of Sustainability in
Higher Education, 9, 68-86.
Smyth, K., Vlachopoulos, P., Walker, D., Wheeler, A. (2013).
Palmer, P J (2007) The Courage to teach. Exploring the inner landscape of a teacher’s life, San Francisco: Jossey-Bass
Webb, C. (2015) The art of being you, EDUCA, 3 December, available at http://www.online-educa.com/programme/agenda/sessions/spl04
Wenger, E., White, N. & Smith J. D. (2009) Digital Habitats. Stewarding technology for communities, Portland: CPsquare.
White, D. S. & Le Cornu, A. (2011) Visitors and Residents: A new typology for online engagement, in:
First Monday, Volume 16, Number 9 - 5 September 2011
http://firstmonday.org/ojs/index.php/fm/article/view/3171/3049

“Forget about social media,
it is all about social and open practices”
University of the Arts London, 3 June 2016
Chrissi Nerantzi, @chrissinerantzi, c.nerantzi@mmu.ac.uk
#ualsocialmedia

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