Just the title slide for now

1. Chrissi Nerantzi
@chrissinerantzi
The developer’s real new clothes…
Is cross-boundary learning the new cross-disciplinary learning?
Exploring collaborative open learner experiences in cross-institutional academic
development courses , a Phd project work-in-progress
http://www.publicdomainpictures.net/pictures/170000/velka/knitting-1462264795Hsn.jpg
3-4 November 2016 21st Annual SEDA Conference, Surviving and Thriving – Effective
Innovation and Collaboration in the New Higher Education, Brighton
abridged version

2. Learning outcomes
By the end of this session, delegates will be able
to:
• Gain an insight into key findings around the
principles of effective collaborative open
learning
• Discuss cross-boundary learning in the context
of cross-institutional academic development and
relevance for their own practice
• Discuss the potential use of the collaborative
open learning framework from the study for
their practice

3. Want better quality teaching?
Competition
Collaboration

4. Research questions
• RQ1: How are open cross-institutional academic
development courses that have been designed to
provide opportunities for collaborative learning
experienced by learners?
• RQ2: Which characteristics of open cross-institutional
academic development courses most strongly 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?

5. 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 and addressing of RQ1 and RQ2
Cross-boundary collaborative open learning framework
for cross-institutional academic development (Discussion of RQ3)
Phenomenography(Marton,1981)
Case 1
FDOL132 (2013) (n=19)
Case 2
#creativeHE (2015) (n=14)
+
Surveys
findings
Two surveys,
(supplementary data
collection method)
Collective case (Stake, 1995)
Dis-
cuss-
ion
of
RQ1
and
RQ2
Open-
ness in
HE
Digital
tech-
nologies
and
framewo
rks
Learning
with
others in
groups
Academic
development
Literature
Researcher’s positioning

6. The two open courses
http://freephoto.cc/laptop-and-orange-cup-opposite-the-window-with-trees-and-houses-view/

7. Case 2
https://courses.p2pu.org/en/courses/261
5/creativity-for-learning-in-higher-
education/
Creativity for Learning in HE
by Chrissi Nerantzi for CELT,
MMU is licensed under
a Creative Commons
Attribution-ShareAlike 4.0
International License.
Case 1
https://fdol.wordpress.com/fdol132/

8. Study participants and survey data
https://upload.wikimedia.org/wikipedia/commons/8/8d/Folla_in_piazza_del_campo.jpg

9. All data collected
by December 2015
Details Case 1
FDOL132
Case 2
#creativeHE
Case 1 + Case 2
Expression of interest 20 28 48
Completed consent
form, participants in
study
19 14 33
Completed initial survey 17 8 25
Completed final survey 11 11 22
Interviews 11 11 22

10. “The botanist finds new species and, therefore,
must construct new categories. Only then can the
botanist determine how these new categories fit
into the whole system of species classification. In
this sense, the work of our fictitious botanist and
the work of the phenomenographer are related.
Just as the botanist finds and classifies previously
undiscovered species of plants, the
phenomenographer must discover and classify
previously unspecified ways in which people think
about certain aspects of reality. Because the
different forms of thought are usually described in
terms of categories, categories and organised
systems of categories are the most important
component of phenomenographic research.”
(Marton, 1986, 35)
Source:
https://en.wikipedia.org/wiki/Vaccinium_myrtillus
Phenomenography
(categories of description and
outcome space)

11. “The process is tedious, time-consuming, labor-intensive, and interactive. It entails the
continual sorting and re-sorting of data. Definitions for categories are tested against the
data, adjusted, and adjusted again. There is, however, a decreasing rate of change,
eventually the whole system of meanings is stabilized.” (Marton, 1986, 43)
https://c2.staticflickr.com/8/7460/9263497084_75c6472010_b.jpg

12. Pool of Meanings
Course Cross-boundaries
Collaboration
Collaborative
open learning
in cross-
institutional
academic
development

13. Cross-boundaries
https://pixabay.com/static/uploads/photo/2016/03/05/20/37/ad-1238799_960_720.jpg

14. Outcome space
https://pixabay.com/static/uploads/photo/2016/08/08/20/35/space-1579231_960_720.jpg

15. Cross-boundary collaborative open learning
framework
for cross-institutional academic development
Outcome space
(phenomenographic
output)
Literature

16. Learner
needs
Design
considerations
Learner
engagement
patterns
Cross-boundary collaborative open learning framework
for cross-institutional academic development

17. Let’s use it!
Spinning framework designed by Ellie Hannn
Share a collaborative
learning situation
from your practice.
What could be
enhanced and why?
Could the framework
help? In what way?
by Chrissi Nerantzi CC BY-NC-SA

18. Thank you to…
Adam Frank, Thanassis and Odysseas, Prof. Keith Smyth, Dr Karen
Aitchison, Tom McEwa, Dr Sandra Cairncross, Dr Norrie Brown, Lars
Uhlin, Penny Sweasey, Prof. Ale Armellini, Bernard Lisewski, Prof.
Carol Haigh, Chris Rowell, Simon Thomson, Carol Yeager, Dr Charles
Neame, David Hopkins, Frances Bell, Dr Stephen Powell, Dr Peter
Gossman, Dr Leslie Robinson, Prof. Norman Jackson, Dr Janice
Whatley, Viviene Vladimirschi, Dr Bea de los Arcos, Beck Pitt, Dr
Cristina Costa, colleagues from the Global OER Graduate Network,
Penny Bentley, Margy MacMillian, Stephan Caspar, Viviene
Vladimirschi, Dr Stephen Powell, Frances Bell, Ronald Macintyre,
Nikos Moratoglou, Denis MacGrath, Dr Whitney Kilgore, Dr Sukaina
Walji, Ellie Hannan, study participants from FDOL132 and
#creativeHE, colleagues at the University of Salford, the Karolinska
Institutet, Manchester Metropolitan University, London Metropolitan
University, University of Macedonia, University of Hull, Lifewide
Education and Creative Academic and many others from other parts
of this world who participated in FDOL132 and #creativeHE.

19. References
Bamber, V. (2009) Framing Development: Concepts, Factors and Challenges in CPD
Frameworks for Academics, in: Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, Vol. 4, No. 1, April 2009, pp. 4-25.
British Council (2015) Connecting Universities: Future models of higher education. Analysing innovative models for Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka An Economist Intelligence
Unit report produced for the British Council, January 2015, available at http://www.britishcouncil.org/sites/britishcouncil.uk2/files/new_university_models_jan2015_print.pdf
Cape Town Meeting Participants (2008) “The Cape Town Open Education Declaration,” online], available from: http://www.capetowndeclaration.org/read-the-declaration
Cochrane, T., Antonczak, L., Keegan, H. & Narayan, V. (2014) Riding the wave of BYOD: developing a framework for creative pedagogies, in: Research in Learning Technology, Vol. 22, 2014, pp. 1-14.
Crawford, K. (2009) Continuing Professional Development in Higher Education: Voices from Below, EdD thesis, University of Lincoln, available at http://eprints.lincoln.ac.uk/2146/1/Crawford-
Ed%28D%29Thesis-CPDinHE-FINAL%28Sept09%29.pdf
European Commission (2015) Draft 2015 Joint Report of the Council and the Commission on the implementation of the Strategic framework for European cooperation in education and training (ET2020).
New priorities for European cooperation in education and training, Brussels: European Commission, available at http://ec.europa.eu/education/documents/et-2020-draft-joint-report-408-2015_en.pdf
European Commission (2013) High Level Group on the Modernisation of Higher Education. Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher
education institutions, European Union, available at http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf
Fontana, A. & Frey, JH. (1994). "Interviewing the art of science" in NK Denzin and YS Lincoln (eds) Handbook of Qualitative Research, pp. 361-376.
HEFCE (2011) Collaborate to compete – Seizing the opportunity of online learning for UK higher education. available at: http://bit.ly/gZIoBB
King, H. (2004) Continuing Professional Development in Higher Education: what do academics do?, in: Educational Developments, Issue 5.4, Dec. 2004, pp. 1-5, available at
http://www.seda.ac.uk/resources/files/publications_25_Educational%20Dev%205.4.pdf
Marton, F. (1981) Phenomenography – describing conceptions of the world around us, Instructional Science, 10, pp. 177-200.
Nerantzi, C. (2011) Freeing education within and beyond academic development. In: Greener, S. and Rospigliosi, A. Proceedings of the 10th European Conference on e-Learning, Brighton Business School,
University of Brighton, 10-11 November, pp. 558-566, Academic Conferences International.
NMC Higher Education Edition (2015), available at http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf
Patton, M. Q. (2002) Qualitative research and evaluation methods (3rd ed.), Thousand Oaks: California: Sage.
Smyth, K., Vlachopoulos, P., Walker, D., Wheeler, A. (2013). Cross-Institutional development of an online open course for educators: confronting current challenges and imagining future possibilities. In
Carter, H, Gosper M. and Hedberg, J. (eds.), Electric Dreams. Proceedings ascilite 2013 Sydney. (pp.826-829)
Stake, R. E. (1995) The Art of Case Study Research. Thousand Oaks: Sage.
The Scottish Open Declaration (2015), available at http://declaration.openscot.net/
The Wales Open Education Declaration of Intend (2013), available at http://www.oerwales.ac.uk/?page_id=4

20. Chrissi Nerantzi
@chrissinerantzi
The developer’s real new clothes…
Is cross-boundary learning the new cross-disciplinary learning?
Exploring collaborative open learner experiences in cross-institutional academic
development courses , a Phd project work-in-progress
http://www.publicdomainpictures.net/pictures/170000/velka/knitting-1462264795Hsn.jpg
3-4 November 2016 21st Annual SEDA Conference, Surviving and Thriving – Effective
Innovation and Collaboration in the New Higher Education, Brighton