Doctoral studies Year 3 the journey continues
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This document discusses developing a flexible collaborative learning framework for open cross-institutional academic development courses at the postgraduate level. It outlines the author's revised research questions which aim to explore open collaborative learning and develop a collaborative design framework for open online cross-institutional courses. The document also summarizes the author's research design involving two case studies and data collection methods.
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Doctoral studies Year 3 the journey continues
- 1. 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 ccGeeHock,imagesource: https://farm6.staticflickr.com/5463/6953436148_19b47d4942_z.jpg the journey continues... Year 3: maturing emotionally
- 2. Consortium of US universities http://unizin.org/
- 3. Alliance of universities in Finland https://portal.educloudalliance.org/
- 4. #BYOD4L: 3rd iteration (5 days 12-16 Jan 15)
- 5. • HE has less public resources • HE no longer guardians of information • changes in HE are needed to survive and thrive • The future of HE is open • The university goes to the student (shift from the student goes to university) • Calls for universities to have an open mind • NOT explicitly mentioned how HEIs can connect with each other http://www.britishcouncil.org/sites/britishcouncil.uk2/files/new_university_models_jan2015_p rint.pdf
- 6. NMC Report 2015 cross-institutional collab now mentioned! out 11 FEB
- 8. My revised research questions (Feb 2015) The purpose of this research is to explore open collaborative learning in the context of academic development as an area of inquiry, and develop a collaborative design framework for open cross-institutional courses in this area. 1. How can collaborative learning approaches be used to create positive opportunities for collaboration and peer learning in open cross-institutional Academic Development courses? 2. What design factors and enabling aspects promote deep engagement and effective learning in open cross-institutional Academic Development courses? 3. Drawing upon research findings from research questions 1 and 2, what would be the key features of a proposed collaborative design framework for open online cross-institutional academic development courses?
- 9. “Open-source can be defined as an approach to software development and intellectual property in which program code is available to all participants and can be modified by any of them. Those modifications are then distributed back in the community of developers working with the software. In this methodology, licensing serves primarily to disclose the identities of all the participants, documenting the development of the code and the originators of changes, enhancements, and derivative off- shoots.” (Warger, 2002, 18)
- 11. “Today, MOOCs offer freedom and democratization of education. Students have the choice to pick their own teachers, coursework, and their own educational path. And, we’re finding that creating smaller social and collaborative groupings within a MOOC can further tailor and personalize the learner experience.” “The next great frontier in the MOOC landscape is not vast, but tiny.” cohorts and teams, groups 2-5 members working on problems, plus study buddies personalised learning choose your own adventure
- 12. MIT Harvard MOOC study: 39% teachers
- 13. extract from previous MIT News page • Andrew Ho and Issac Chuang’s words in the report about implications their findings seem to say that • “First, while many MOOC creators and providers have increased access to learning opportunities, those who are accessing MOOCs are disproportionately those who already have college and graduate degrees. The researchers do not necessarily see this as a problem, as academic experience may be a requirement in advanced courses. However, to serve underrepresented and traditionally underserved groups, the data suggest that proactive strategies may be necessary” (MIT News, 2015, online)
- 14. comments...
- 16. MOOC University? 10 Apr 15
- 17. 2015 Dear Chrissi, NATIONAL TEACHING FELLOWSHIP AWARDS 2015 I am very pleased to inform you that you have been successful in your nomination for a 2015 National Teaching Fellowship. Many congratulations on your award. […] I very much hope you will enjoy the awards celebration and also value the experience of being a National Teaching Fellow, becoming part of a very special group of highly regarded, higher education staff. I look forward to meeting you in October. Yours sincerely, Dr Mark Jones Chief Operating Officer (Interim) https://www.heacademy.ac.uk/person/chrissi- nerantzi
- 18. An open learning event for professionals who teach in higher education Chrissi Nerantzi (MMU) & Sue Beckingham (SHU) together with many facilitators 13-17 July 2015
- 19. “open education” development timeline 70s - 90s Open Source Movement 1969 Open University 1998 World Lecture Hall, University of Texas, Austin, US content shared freely 2001 MIT OpenCourseWare XXX OpenLearn DATE??? 2002 OER term was introduced by UNESCO 2008 First MOOC, CCK08 2010 open PBL project 2011 Oxford Brookes Professional Development MOOC for new teachers in HE 2013 open course Flexible, Distance, Online Learning (FDOL), cross-institutional collaboration 2014 Bring Your Own Device for Learning (BYOD4L), cross-institutional collaboration 2015 Flexible, Open, Social (FOS) Learning, open course
- 24. 18 Supervisory meeting in Edinburgh with Dr Sandra Cairncross and Prof. Keith Smyth
- 25. Dimensions of openness (based on Hodgkinson-Williams & Gray, 2009) Social openness Technical openness Legal openness Financial openness - - - - + + + +
- 26. Degrees of ease in adopting open education (Hodgkinson-Williams, 2014) Cultural openness Technical openness Legal openness Financial openness Pedagogical openness - - - - + + + + - +
- 27. Dimensions of openness (based on Hodgkinson-Williams & Gray, 2009) Social openness Technical openness Legal openness Financial openness Spatial openness Pedagogical openness - + - - - - - + + + + +
- 28. Openness (Jones, 2015b) no qualifications choice free Jones, C. (2015). Openness, technologies, business models and austerity. Learning, Media and Technology, (June), pp. 1–22.
- 29. My new morale booster Frances offered to read the open learning section: Bought on Sunday the 20th of September 2015 in Buxton
- 30. PhD case study 2: #CreativeHE (28 Sep-20 Nov 2015)
- 31. Reactions about working in groups #creativeHE
- 32. Research design, Version 1
- 33. Research design, Version 2 Case 1 Case 2 Initial survey final survey Individual phenomenographic interviews categories of description outcome space possible framework Phenomenography(Marton,1981)
- 34. Research design, Version 2 Case 1 FDOL132 (2013) 20 participan ts Case 2 #creative HE (2015) XX participan ts Initial survey final survey Individual phenomenographic interviews (20 in total) categories of description outcome space possible framework Phenomenography(Marton,1981)
- 37. Patchwork approach (Wenger, et al. 2009) used in #FDOL132 Content space Personal spaces (portfolio…) Community space Unknown? etc. (Twitter, Webinars)
- 38. Patchwork approach (Wenger, et al. 2009) used in #creativeHE Content space Personal spaces (portfolio…) Community space Unknown? etc. (Twitter, Webinars)
- 39. FDOL132 & #creativeHE landscape context resources personal world community learninglandscape
- 40. Ideas for change • Instead of course site web-book, people are more familiar with the book concept, will try this for next 5-day #creativeHE course in March
- 41. Futurelearn: 13 million pounds new investment (Nov 15) https://about.futurelearn.com/press-releases/fast-track-growth-for-social-learning-as-the- open-university-builds-on-success-of-futurelearn/ • Social learning • Mobile • Greater flexibility • Staff development • English language support • Tools development
- 42. Futurelearn +£13 million investment (Nov 15) http://followersoftheapocalyp.se/a-brief-note- on-futurelearn-finance/
- 43. November 2015 received the above
- 44. Consulted for european Open Educator Factory project Nov 15 http://openeducationeuropa.eu/en/node/174 451 Dr. Fabio Nascimbeni. Assistant Professor of eLearning Innovation, Universidad Internacional de la Rioja (UNIR) http://wikieducator. org/Research/open_ educators_factory#T he_proposed_frame work
- 45. All data collected!!! Dec 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
- 46. Open Education Pioneer and One of the Five Finalists in the OEE Teachers’ Contest 2015 15 Dec 2015 Towards a European Education Pioneers Network: sharing the best ideas and practices, 4th Education in the Digital Era Open Webinar by the Education in the Digital Era Team, invited speaker as One of the Five Open Education Europa Finalists• Catch the creativity bug and spread it - #creativeHE • Everybody needs a Greenhouse – Greenhouse • To FLEX or not to FLEX? – FLEX • Open course Flexible, Open and Social (FOS) Learning • Open Facilitator Project • Teaching and Learning Conversations (TLC) webinars • OER film series Food for Thought
- 47. Key observations linked to FDOL132 & #creativeHE perceived importance of specific features for learning at the start and at the end of these two open courses FDOL132 & #creativeHE initial survey (25 participants or 76%) final survey (22 participats or 67%) group work 80% 82% feedback on work 64% 80% average (86% by peers, 73% by facilitators) formal recognition for study (credits) 24% 45% Informal recognition for study (certificate of participation) 56% 45% independent study 100% 100% facilitator support 96% 82%
- 49. about groups in open courses
- 54. Carpe Diem MOOC (CD MOOC) in 2014 also used groups (30 members) Related research paper by Gilly Salmon et al. http://www.researchinlearningtechnolo gy.net/index.php/rlt/article/view/28507