This document summarizes the transformation of a Research Methods module at the master's level to incorporate more online and collaborative learning elements. Key aspects included adopting a co-construction approach where learners and teachers share expertise, using connectivism as a learning theory, developing 9 online Learning Episodes with activities and assessments, and facilitating collaborative work between student clusters online with less direct tutoring. The process involved conversations with various stakeholders and revealed the need for tutor training on online pedagogies to develop engaging online communities of learners.

1. Mapping a Journey Narrating the Transformation of a ‘Research Methods’ Module at Masters Level Dr Andy Cramp

2. Terminology is value laden... Distance learning Learning technologies E-learning Online learning Blended learning Blended e-learning Open learning Digital pedagogies

3. Background to our case study University directive - revalidation of all Level 7 (M Level) modules Opportunity to rethink our approach to our Masters Education programme Challenge historical delivery methods, rethink ways of working with our students part time working teachers Work with participants completely online for a least one module of the programme

4. The ideology of ‘co-construction’ (1) The quality and development of higher order thinking is prepared by the co-constructive patterns and distinctive properties of social interaction (Reusser, 2001) Mutual understandings Peer co-operative dialogue Designing effective collaborative learning environments

5. The ideology of ‘co-construction’ (2) Askew and Lodge (2000) - the co-constructivist approach as an opportunity for learners and teachers to share expertise and experiences within a context of mutual respect. One of the key aspects of co-construction is the development of effective collaborative learning environments.

6. Connectivism (Siemens, 2004)

7. Why start with Research Methods? (1)

8. Why start with Research Methods? (2) Wagner et al (2011): ‘As yet limited attention has been given to developing the sort of ‘pedagogical culture’ in research methods that is well established in a number of other disciplines (Coombs and Rybacki 1999; Newstead 2009). By pedagogical culture we refer to the exchange of ideas within a climate of systematic debate, investigation and evaluation surrounding all aspects of teaching and learning in the subject.’ (p75)

9. Virtual methods of education present major challenges...

10. Challenges Laurillard(2002) comments universities capable of adapting to changing environments will understand the importance of 'an internal learning conversation that allows it to learn from experience, and adapt to its environment' (p215).

11. We tried to create an influential internal learning conversation by involving in the design of the module: the Dean the of the School of Education (SED) The Associate Dean for teaching and Learning (SED) The Associate Dean for Blended Learning in the Two research active ‘champions’ in the field of digital literacies: eportfolio and Gaming A Professor of Education who leads the Education research centre library staff

12. Paulo Friere and Donald Schon use the notion of generative words/themes - emotive words that resonate and provide a focus for change:

13. Learning conversation outcomes Use University VLE Use the approach of 9 Learning Episodes (LEs) Senior colleagues to develop LEs to extend their understanding Same template for each LE –video introduction/activity/annotated reading/links to assessment

14. We soon realised we were talking about our own development more than we were the development of the module

15. Transformations Double-loop learning occurs when error is detected and corrected in ways that involve the modification of an organization’s underlying norms, policies and objectives (Argyris and Schön 1978)

16. Transformations ‘we can digitise materials’ ‘we need to challenge and engage learners online’

17. Transformations ‘Distance Learning is cheaper’ ‘Open Learning widens participation’

18. Transformations ‘There are some really easy-to-mark online tests we can use’ ‘Formative assessment can be shared online in participant clusters‘

19. Transformations ‘Easy for tutors to mark formative tasks’ ‘Participants can collaborate together on formative tasks and feedback to each other’

20. Transformations ‘Once participants start talking to one another the tutor won’t need to do much’ ‘The tutor will need development and training to learn how to develop engaging communities online’

21. Transformations ‘Tutors can use the VLE to monitor who takes part in clustered activities’ ‘Tutors accept that many behaviours exist online and ‘lurking’ is a natural part of learning online’

22. References (1) Argyris, C., & Schön, D. (1978) Organizational learning: A theory of action perspective, Reading, Mass: Addison Wesley. Askew, S. and Lodge, C. (2000) 'Gifts, ping-pong and loops – linking feedback and learning' In S. Askew (ed.), Feedback for Learning. London: RoutledgeFalmer Laurillard, D. (2002) Rethinking University Teaching. A conversational framework for the effective use of learning technologies. London: RoutledgeFalmer.

23. References (2) Reusser, K. (2001) ‘Co-constructivism in Educational Theory and Practice’. In N. J. Smelser (Ed), P. B. Baltes (Ed) International Encyclopedia of the Social & Behavioural Sciences. London: Pergamon Siemens, G (2004) Connectivism: A Learning Theory for the Digital Age. http://www.elearnspace.org/Articles/connectivism.htm Wagner, Claire ; Garner, Mark; Kawulich, Barbara (2011) 'The state of the art of teaching research methods in the social sciences: towards a pedagogical culture', Studies in Higher Education, 36: 1, 75-88