Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
Connected Practice - A language tutor journey through digital and networked t...Benoît Guilbaud
These are the slides from my closing plenary keynote at the 10th LLAS elearning symposium in Southampton, January 2015.
Abstract:
This presentation will discuss the notion of connected practice in language teaching and learning, drawing upon the speaker’s experiences as a language tutor in Higher Education. It will adopt a double focus, looking at teaching practice as well as professional development, and how these two areas are interconnected. It will aim at providing practitioners with ideas and approaches to support themselves in their teaching and in their own professional development.
The speaker will look at how technology has evolved from being a tool serving a set pedagogical purpose to becoming a defining pedagogical element underpinning the current shift to connectivist learning principles observed in language teaching.
Practical examples of networked learning will be discussed, on topics including the use of Twitter and blogging for professional development, and their possible applications to teaching, and the use of open discussion forums to encourage students to engage in open learning, reflexivity and critical thinking. Further examples will include collaborative vocabulary learning activities using Google documents and the production of open education resources.
The presentation will conclude with reflexions on the role of the language tutor in the current context, suggesting the need to position oneself as a networked practitioner and life-long learner in order to transmit a learning ethos to present and future students.
London International Conference in Education2015debbieholley1
This talk offers insights into the current policy 'churn' in the training of both primary and secondary teachers in England, and identifies a gap in provision - with schools spending increasing time developing teachers 'in-house', the ongoing continuous professional development (CPD) of the new entrants to the profession falls between the more formal offerings during in service training days (INSET) and the needs expressed by the trainees/NQTs themselves. Drawing upon the experience of a single University provider of trading in the east of England, covering a wide geographic area and liaising with well over 200 partner schools, three initiatives will be highlighted, critically examined and the implications discussed in the light of limited resource, potentially dis-engaged teachers in their first year in school (only 62% are teaching one year after qualifying) and the need to offer CPD in a more engaging, relevant and accessible manner. The Open Education Resource initiative offers engagement from a local to global stage; access to experts from different countries, and, significantly, offers educators from the Southern Hemisphere access to materials and resources they can share, opportunities to contribute to research initiatives and a forum to make their voices heard. Wider links to work based learning across professions are being explored in my new role at Bournemouth University.
Contact:
dholley@bournemouth.ac.uk
Personal:
Twitter: @debbieholley1
Website: drdebbieholley.com
Blog: hashtags, handheld and handbags
Connected Practice - A language tutor journey through digital and networked t...Benoît Guilbaud
These are the slides from my closing plenary keynote at the 10th LLAS elearning symposium in Southampton, January 2015.
Abstract:
This presentation will discuss the notion of connected practice in language teaching and learning, drawing upon the speaker’s experiences as a language tutor in Higher Education. It will adopt a double focus, looking at teaching practice as well as professional development, and how these two areas are interconnected. It will aim at providing practitioners with ideas and approaches to support themselves in their teaching and in their own professional development.
The speaker will look at how technology has evolved from being a tool serving a set pedagogical purpose to becoming a defining pedagogical element underpinning the current shift to connectivist learning principles observed in language teaching.
Practical examples of networked learning will be discussed, on topics including the use of Twitter and blogging for professional development, and their possible applications to teaching, and the use of open discussion forums to encourage students to engage in open learning, reflexivity and critical thinking. Further examples will include collaborative vocabulary learning activities using Google documents and the production of open education resources.
The presentation will conclude with reflexions on the role of the language tutor in the current context, suggesting the need to position oneself as a networked practitioner and life-long learner in order to transmit a learning ethos to present and future students.
London International Conference in Education2015debbieholley1
This talk offers insights into the current policy 'churn' in the training of both primary and secondary teachers in England, and identifies a gap in provision - with schools spending increasing time developing teachers 'in-house', the ongoing continuous professional development (CPD) of the new entrants to the profession falls between the more formal offerings during in service training days (INSET) and the needs expressed by the trainees/NQTs themselves. Drawing upon the experience of a single University provider of trading in the east of England, covering a wide geographic area and liaising with well over 200 partner schools, three initiatives will be highlighted, critically examined and the implications discussed in the light of limited resource, potentially dis-engaged teachers in their first year in school (only 62% are teaching one year after qualifying) and the need to offer CPD in a more engaging, relevant and accessible manner. The Open Education Resource initiative offers engagement from a local to global stage; access to experts from different countries, and, significantly, offers educators from the Southern Hemisphere access to materials and resources they can share, opportunities to contribute to research initiatives and a forum to make their voices heard. Wider links to work based learning across professions are being explored in my new role at Bournemouth University.
Contact:
dholley@bournemouth.ac.uk
Personal:
Twitter: @debbieholley1
Website: drdebbieholley.com
Blog: hashtags, handheld and handbags
mLearning and MOOCs as an optimal training environmentInge de Waard
This presentation merges the benefits from mobile learning and MOOCs. The presentation was given during one of ADL Interagency Mobile Learning Webinars on 16 July 2013.
This virtual Community of Practice session looks at the work CTEL have done on pilot programmes in the institute and how we can apply the learnings to other programmes in the coming academic year. We will explore the technology we hope to have in place in September to lectueres to get started with ease if it's something they are interested in.
We will also explore some simple steps you can use to encourage communication, collaboaration, peer support and community on your modules and programmes.
Finally, this is a great opportunity for us to get your feedback in this area so that we can focus on building the best experience for lectuers and students over the summer months and have it ready for September.
Connect with China Collaborative and Global PerspectivesFlat Connections
Keynote Presentation by Julie Lindsay and Katie Grubb for the Global Education Conference 2015.
How do learners in and beyond China connect, communicate and collaborate? What tools, strategies and attitudes are needed to support learners across cultures and beyond borders. Through connected and collaborative learning using digital and online technologies, this presentation shares how to grow beyond the walls of the classroom to a world where solutions for positive change become real and include how to: build empathy through virtual connections; identify environmental and other issues; define what problems need to be solved; ideate solutions; share solutions via multimedia and invite feedback. The Connect with China Collaborative caters for diverse learner needs. Links with community organisations and events activates authentic conversations resulting in greater understanding about how we are connected. This type of learning engages with parents and the wider community, builds student success, and creates links to intercultural understanding.
Beyond the Open Educational Resource move – towards Open and Participatory Le...Andreas Meiszner
Internet version of the presentation prepared for the
FKFT Free Knowledge, Free Technology
Education for a free information society
First International Conference, Barcelona July 15th to 17th 2008
PPT FOR GTU STUDENT IN CPDP.
To Identify how people (contributors) have found solutions to challenges they have faced, and how
they practiced “Designing solutions”.
mLearning and MOOCs as an optimal training environmentInge de Waard
This presentation merges the benefits from mobile learning and MOOCs. The presentation was given during one of ADL Interagency Mobile Learning Webinars on 16 July 2013.
This virtual Community of Practice session looks at the work CTEL have done on pilot programmes in the institute and how we can apply the learnings to other programmes in the coming academic year. We will explore the technology we hope to have in place in September to lectueres to get started with ease if it's something they are interested in.
We will also explore some simple steps you can use to encourage communication, collaboaration, peer support and community on your modules and programmes.
Finally, this is a great opportunity for us to get your feedback in this area so that we can focus on building the best experience for lectuers and students over the summer months and have it ready for September.
Connect with China Collaborative and Global PerspectivesFlat Connections
Keynote Presentation by Julie Lindsay and Katie Grubb for the Global Education Conference 2015.
How do learners in and beyond China connect, communicate and collaborate? What tools, strategies and attitudes are needed to support learners across cultures and beyond borders. Through connected and collaborative learning using digital and online technologies, this presentation shares how to grow beyond the walls of the classroom to a world where solutions for positive change become real and include how to: build empathy through virtual connections; identify environmental and other issues; define what problems need to be solved; ideate solutions; share solutions via multimedia and invite feedback. The Connect with China Collaborative caters for diverse learner needs. Links with community organisations and events activates authentic conversations resulting in greater understanding about how we are connected. This type of learning engages with parents and the wider community, builds student success, and creates links to intercultural understanding.
Beyond the Open Educational Resource move – towards Open and Participatory Le...Andreas Meiszner
Internet version of the presentation prepared for the
FKFT Free Knowledge, Free Technology
Education for a free information society
First International Conference, Barcelona July 15th to 17th 2008
PPT FOR GTU STUDENT IN CPDP.
To Identify how people (contributors) have found solutions to challenges they have faced, and how
they practiced “Designing solutions”.
Breaking the Mould - or how technology changes the way we learnHugh Davis
My Inaugural Lecture - Nov 2104.
The livestream is also available at
http://new.livestream.com/UniversityofSouthampton/ILIaD/videos/66978562
And it was storied by Natasha Webb at http://storify.com/natashawebb/hugh-davis-iliad
Emerging models of connected professional development with chrissi nerantziSue Beckingham
Learning happens everywhere and all the time. It always did. It was and still is free-range and open. It is owned by the individual. Is education, particularly higher education, now moving into this direction too?
Spotting and seizing opportunities around us to learn, feeds our curiosity and gives our minds wings to explore, engage and experiment, create and grow. Today 'around us' has perhaps a different meaning for those who have access to the Internet and the distributed digital technologies. The affordances of digital tools and social media, transform us into connected active participants and imaginative creators. 'Around us' has gained a pan-geographical dimension and stretches across the globe, across societies and communities, across cultures. This new state of distributed togetherness creates new, exciting and often transformative learning and development opportunities we never had before.
https://showtime.gre.ac.uk/index.php/ecentre/apt2015/paper/viewPaper/758
Keynote for @MELSIG Social Media for Learning
A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.
Presentation at the EDEN 2014 conference. Open learning with an open culture of sharing
-success factors. The theme of the confernce was From Education to Employment and Meaningful Worl with ICT
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
Slides presented (virtually) by Professor Rebecca Ferguson of The Open University at the Teach4Edu4 multiplier event held in Birmingham, UK, in January 2023. This presentation formed part of a larger workshop with multiple speakers from The Open University.
Digital Footprints to Career Pathways - Building a Strong Professional Online...Sue Beckingham
This presentation will look at the importance of supporting students to develop a professional online presence and the value of scaffolding the articulation of skills through active learning activities, applied learning and e-portfolios. The implications of an unprofessional or invisible digital footprint on career prospects will also be discussed.
Scaffolding the Effective use of EdTech for Group Assessments.pptxSue Beckingham
Invited speaker for the inaugural TIRIgogy CPD series at the University of Bolton.
Led by Nuran Nahar the Teaching Intensive Research Informed Pedagogy Series for Professional Development can be found here https://sites.google.com/view/tirigogy/events
Using social media safely and appropriately in higher education - A reflectio...Sue Beckingham
In 2013 we developed guidance for using social media for learning which was student facing and that staff could also access to guide their advice to students. The development of the guidance was prompted by an increasing number of requests from academic staff who were concerned about student online behaviours in social media spaces. Most of these requests for help were from staff on professional courses with staff concerns primarily about potentially unprofessional online behaviours. We focused on student guidance for personal responsibility and online safety, followed by broad-brush guidance in how to use social media in learning and teaching. We then developed guidance in three further areas: Using social media for learning; Managing your digital footprint; How to use social media responsibly; and Using social media to enhance your employability. We have updated this guidance a few times in the last 10 years and now in 2023 we have redeveloped the guidance again, giving a thorough overhaul and fresh update. In our presentation we will share our new guidance and discuss what is new and what has stayed the same over the past 10 years.
From monologue to dialogue - Scaffolding multi-perspective and co-constructed...Sue Beckingham
Poster & Pitch Presentation at the AHE Conference #assessmentconf23
Abstract
As educators we want to encourage our students to react to and enact upon feedback given. However for students to benefit from feedback they need to understand the components of feedback literacy (Carless and
Boud, 2018), the value of feedforward (Sambell et al, 2012) and how to connect the dots between different
types of feedback.
Supplementing one-way monologic feedback with interactive and dialogic feedback, provides students with opportunities to make sense of it. Furthermore it provides tutors with feedback on how students negotiate the
meaning of not just the feedback but also the assessment guidance and marking criteria (Bloxham and West, 2007). Being able to ask questions and engage in conversations about their feedback, enable students to take ownership of their own development whilst feeling supported. However we know that students are not always
proactive receivers of feedback (Winstone et al, 2017). Whilst the role of the tutor in this process is important, there’s a place for others to contribute. Yang and Carless’s (2013:287) feedback triangle makes a valuable
connection between the content of feedback, the social end interpersonal negotiation of feedback, and the organisation and management of feedback. Yet unless the student is guided and supported to understand how to recognise the many different ways feedback can be given and develop trust in those giving feedback, they may find it hard to engage with any feedback and the value of ongoing social learning relationships. As McArthur and Huxham (2013) argue, the use of dialogic feedback should be introduced from the start and
become an ongoing practice the students develop confidence in.
The aim of my poster will be to visualise the interconnected components that can impact on the effective use of feedback. Based on an evaluation of practice, a case study of a second-year elective module will be used to demonstrate how scaffolding a variety of feedback mechanisms can help build feedback literacy, provide
clarity of what is expected from students and identify pinch points. During the module ongoing formative feedback is given to students not only by their Tutor, but also their peers and the Clients students work with on an applied project. This includes verbal and written dialogic formative feedback and the integration of peer led
social media and collaborative technologies for interactive and reflective feedback. The outcomes of the students’ final piece of summative assessment are greatly enhanced.
Students' use of social media for academic studies - The connecting bridge be...Sue Beckingham
Engaging in groupwork can have many benefits, but in practice can become fraught with challenges. Students participating in groupwork projects and activities are more likely to succeed if they can meet regularly, feel they are included and belong, and know how they can contribute. The diverse student body include those that commute to university, juggle work and have caring responsibilities. They may have a learning contract or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person meetings. My research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity. Insights from final year students will provide feedback on their experience of how technology has helped them develop effective groupwork skills; and from recent graduates how they now apply these skills in the workplace.
How should our higher education institutions respond to innovations in new AI...Sue Beckingham
Title:
How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)?
Summary
Education Development staff and units are already receiving enquiries from academics who are concerned about new AI-based language processing software (like Chat GPT) and more recent innovations from Microsoft and Google, using current internet search data. This session will summarise main issues and the most likely developments in this software before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational potential.
Outline
A leading expert on artificial intelligence (AI) and its application to learning, Donald Clark, suggests that the date of ChatGPT’s official release:
“...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1)
In its own words:
“ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2)
ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian)
Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can:
• Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4)
• Grade assignments against assessment criteria and produce an appropriate feedback report. (5)
• Write module specifications. (5)
• Produce lesson plans for specified topics. (5)
• Be a useful study aid (6)
• Construct several different drafts on a given topic. (6)
• Produce outlines for essays or reports. (6)
• Write working computer code. (7)
• Produce illustrations from a written description. (8)
ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)?
This session will summarise main issues and the most likely developments in this software (9, 10) before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational affordances and potential “PedAIgogical” impact (11).
References
1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html
2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’
3. Smith, D. (2022) How
Exploring modality in the context of blended and hybrid education.pptxSue Beckingham
In this session Simon and Sue will present their individual but inter-related work examining modes of learning and mixed-modal education. With reference to Modes of Learning in Higher Education (Beckingham, 2021) and the Subject, Pedagogy and Modality (SPaM) Framework (Thomson, 2022), the session will introduce participants to proposed definitions for learning modes as well as a framework to support the development of mixed-modal curriculum. Drawing upon their own experiences, the presenters will provide examples of where mixed-modal design can be most effective and how such a process can support a future hybrid curriculum underpinned by “sound pedagogical reasons” (Office for Students, 2022) as we move towards an education experience that will ultimately become more blended by default.
Mattering, meaning making and motivation - Building trust and respect through...Sue Beckingham
Making connections, interacting, and learning to collaborate with peers are vital components of the student experience. This may start in person but there are now many more ways that extend both informal and formal learning through the development of multimodal social learning communities. Students are empowered to co-create their own virtual learning places using social media providing valued space to develop a more personalised and inclusive learning relationship; and the choice to interact when and where they choose. Scaffolded by tutors, this can provide support to develop interpersonal communication and cooperation.
This presentation will share suggestions on how social media can support mattering where students build trust and feel significant; steps to ensure they understand what is expected of them in these spaces; and shared experiences where students have learned to work cooperatively, motivating them to achieve the goals they have planned.
A practical approach to amplifying scholarly practice through digital technol...Sue Beckingham
This presentation focuses on approaches individuals can employ to share their teaching excellence in a way that celebrates their contribution, assures recognition, and secures metrics that offer an indication of the works reach, value and impact.
Taking into consideration the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research informed teaching, pedagogy in and beyond the classroom, and the scholarship of learning and teaching, our presentation illuminates several approaches and demonstrates how they can be used to share these important outputs more widely.
Considering both the benefits and challenges, approaches to the effective dissemination of scholarship will include the innovative use of digital technology, highlight the ‘best’ social media platforms, and draw delegates attention to the award-winning National Teaching Repository.
Sharing real-life examples of scholarly outputs in multiple multi-media based formats (e.g., teaching resources, infographics and audio) we will demonstrate, step-by-step, the dissemination journey that delegates can adopt themselves. In addition to mapping the practical steps, the presentation will highlight how and why sharing one’s scholarship is beneficial, but also why it is important to find and try new ways of sharing.
The updated non-technical introduction to ChatGPT SEDA March 2023.pptxSue Beckingham
This webinar provides a brief history of ChatGPT and very recent developments in MS Bing and Edge and the launch of Google's Bard. Examples of how ChatGPT can be used and what implications and issues are foreseen are discussed.
A non-technical introduction to ChatGPT - SEDA.pptxSue Beckingham
This presentation provides a brief history and context to ChatGPT, gives examples of what ChatGPT can do, considers the implications and issues and the next steps to consider.
Using social media safely and appropriately in higher education.pptxSue Beckingham
The almost ubiquitous use of mobile technology and easy access to social media apps, and more recently video conferencing software such as Zoom, provide multiple ways for individuals to interact. These technologies have been adopted by both educators and students and provide many useful ways to communicate and collaborate within and beyond the classroom. The acceleration of digital communication tools and widespread use of digital technology in our daily lives present tensions as the collection of personal data increasingly gives rise to privacy concerns. Furthermore, inappropriate online communications have resulted in serious situations and significant repercussions for those involved. It is therefore timely to revisit the guidance on appropriate online behaviour in the use of social media, and how we use technology safely, along with being clear about the potential implications if this advice is not heeded. In our session we will share the open access resources we have developed at Sheffield Hallam University with suggestions on how these could be used with students. These include: How to use social media responsibly, Managing your digital footprint, Using social media for learning, and Using social media to enhance your employability.
Using social media to create your own professional development and PLN.pptxSue Beckingham
This presentation consider sthe importance as an educator of developing a personal learning network (PLN) and the ways social media can contribute to your own professional development. Drawing upon the weekly Learning and Teaching in HE twitter chat (known as #LTHEchat) as an exemplar, I share what members of this community have valued as participants and for some being volunteer members of the LTHEchat organising team.
Getting to know your students through storytelling.pptxSue Beckingham
Starting university can be a daunting experience. As educators we want all our students to have a sense of belonging, to feel valued and respected. Spending time at the beginning of the academic year to get to know your students, for them to get to know each other, and for them to get to know you is a valuable way to put them at ease.
Cultivating an inclusive learning community develops confidence and students are more likely to engage. My presentation will share some of the activities my first-year students experience and how this contributes to student engagement.
Recommendations from the ground - Student led use of social media to foster i...Sue Beckingham
Prior research has highlighted that whilst engaging in groupwork can have many benefits, in practice it can also present a range of challenges. We know that our diverse student body includes those that commute to university, juggle work and have caring responsibilities; they may have a learning contract; or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person group meetings, a crucial component of groupwork. This poster outlines the outcomes of a qualitative study with recent graduates and final year students and their personal recommendations to make groupwork more inclusive, supportive and valued. The research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity; along with suggestions that could help all students better prepare for a multimodal approach to groupwork.
The complex web of social interaction - Expanding virtual and spatial multili...Sue Beckingham
From an early age we learn how to communicate with others and develop an understanding of etiquette and what constitutes polite behaviour and good manners when interacting in person. The term ‘netiquette’ refers to internet etiquette. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online".
Students will use multiple ways to communicate with their friends and family in a social context; with peers and tutors throughout their learning and assessment experience; and with potential employers when seeking placements and graduate job opportunities. Communication may be in person or online, be formal or informal. Furthermore the modes of communication used will be multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. There are expectations that students entering university will all have a command of these multiliteracies and the expected rules of netiquette. Moreover they may be judged and assessed on their interactions both in person and online. A significant question is where are they taught these skills and how do we know the students have developed them?
This poster considers a range of literacies required as networked individuals (Rainie and Wellman, 2012), and the need to provide students with guidance on professional social skills and multi literacy support. Drawing upon Miller’s (2015) multi literacies framework for university learning, suggestions for formative activities are given. These focus on six domains of literacy: institutional literacies, digital literacies, social and cultural literacies, critical literacies, language literacies, and academic literacies.
Learning as a Partnership - The Building Blocks of Multimodal Learning Commun...Sue Beckingham
Learning to learn is a lifetime endeavour. Anderson (2016) proposes that aspiration, self-awareness, curiosity, and vulnerability can help us to address new learning curves. Key to this is learning with and from others – learning as a partnership. My keynote will consider the different modes of learning students may experience in higher education and reflect on the importance and value of learning communities for each. I will share the PARTNERSHIP framework I am developing which proposes a collection of building blocks that when considered, can help to scaffold the development of learning communities.
Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond.
A summary of our fireside chat at #SocMedHE21
Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien
Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.
Recognising the value of interdependence through cooperative active learningSue Beckingham
Presentation at the Practical Pedagogy Conference.
The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Open cross institutional academic cpd: unlocking the potential
1. Open cross-institutional academic CPD, expectations and value:
a recent example – UNLOCKING THE POTENTIAL
19th Annual SEDA Conference 13-14 November 2014, Nottingham
Chrissi Nerantzi
Academic Developer
Manchester Metropolitan University
@chrissinerantzi
Sue Beckingham
Academic Developer
Sheffield Hallam University
@suebecks
artwork by Ellie Livermore
2. Learning outcomes
• Explore the concept of open academic
Continuous Professional Development (CPD) for
personal and collective growth
• Gain an insight into an open cross-institutional
academic CPD initiative as normalised practice
based on collaborative pedagogies and
developed using social media.
• Invite opportunities for further development of
open cross-institutional CPD and wider
collaboration among institutions
4. 0 10 20 30 40 50 60
interested in course themes
interested in open course design used
new ideas
professional development for
application
research interest
sharing experiences, learning with and
from others, networking
frequency
frequency
WHY? Reasons for joining #BYOD4L, January 14
5. Our findings are inline with Bennett (2012)
but...
• we had a wider
range of
practitioners, not
only early adopters,
digital and less-digital
practitioners
• we had participants
from different
institutions Digital Practitioner Framework (Bennett, 2012)
based on Beetham & Sharpe (2010)
6. Voices
• ecological university (Barnett, 2011)
• personalisation, collaboration, informalisation
(Redecker et al, 2011) but also formalisation of informal
learning
• a new culture of learning and the power of the
collective (Douglas & Seely Brown, 2011)
• a need for a national initiative on cost-effective
teaching when resources are reduced (Gibbs, 2012)
• blending of formal & informal learning (Conole, 2013)
• call to open-up, join-up (European Commission, 2013)
• the danger of monocultures (Weller, 2014)
• lifewide curriculum (Jackson, 2014)
14. What did we want to explore...
Can we create an open
learning ecology that
enables learners to learn
with and from each other
in a supportive
environment using
authentic and inquiry-based
pedagogical
models?
How can we support open
learners effectively to create
the foundations of a vibrant
learning community?
How can we scale
open CPD through
informal cross-institutional
collaboration?
24. Who filled out the survey
voluntarily?
74
66
Outside of UK:
• Australia
• Canada
• Hong Kong
• Jordan
• USA
22 students
51 Professionals
(majority: Academics,
Academic Developers,
Learning Technologists)
Warning! Incomplete picture
25. We got some ‘well
kitted’ learners who
use a variety of
devices but show
preference towards
smart devices (smart
phones and tablets).
6. How frequently do you use the following
devices for learning and/or teaching?
usage of devices for L & T
Smartphone Tablet Digital camera Camcorder Audio recorder
26%
28%
18%
11%
17%
Total never rarely sometimes regulary No Response
smartphone 75 10 8 12 45 2
tablet 72 3 7 18 44 5
digital camera 71 12 19 21 19 6
camcorder 67 22 20 20 5 10
audio recorder 72 11 24 23 14 5
26. We got about 50%
digital learners who
were
confident with
social media and
networked learning
and wanted to
learn more about
mobile learning
8. Tick the degree of experience you have in
the following areas.
60
50
40
30
20
10
0
Total
Open
learning
not experienced
at all
experience
Open
course
organiser
Using social
media for
learning
Networked
learning
Series1
not very experienced experienced
very
experienced
Mobile
learning
No Response
open learning 75 9 20 34 12 2
open course organiser 75 32 27 12 4 2
using social media for learning 75 4 24 34 13 2
networked learning 75 6 17 38 14 2
mobile learning 74 7 28 29 10 3
27. Individuals were confident,
comfortable and experienced in such
spaces and joined us for CPD
(according to the initial survey).
Question
How can we attract individuals who are
less confident and experienced?
28. Facilitators as co-learners in a collaborative
open course for teachers and students in
Higher Education
A study of the facilitator experience using qualitative data from survey 100%
January 2014
• The social glue: creating a community of facilitators
using social media
• Facilitators as co-learners
• Tweetchats, more than just chats
• Global offer and time zones challenges
• Making time a challenge for facilitators
(Nerantzi, Middleton & Beckingham, 2014)
29. positive relationships/social interdependence (Deutsch, 1949)
promotive interaction
trusting
caring
sharing
supporting
community
achieve common goals
Veletsianos (2014, online) talks about “social media as places where some academics express
and experience care.”
33. the BYOD4L team (July 2014)
16 facilitators
5 institutions
2 peer reviewers
1 artist
Ellie
Livermore, artist
34. on air hangout
https://www.youtube.com/watch?v=O6nEimzL
ZY4
35.
36. The collaborative #byod4l poem
In the digital jungle
Reaching out into the chaotic, swirling abyss
Feeling that e-learning can be so hit and miss
I want to avoid device apathy and neglect
But what does it mean to really connect?
So onwards we go
But where, do we know?
Wouldn’t it be great?
If we all started to communicate
Curating a task, can be quite unfamiliar,
belonging in museums, art galleries and similar.
With mobile devices we curate a different way
Sharing resources with scoop it and mendeley
Five brief days, so short and sweet
In Twitter and Google we gathered to meet
Inspired to explore, discuss and create
Minds now expanded; an enlightened state
Knowledge isn’t just facts
Or historical acts
Its cerebral energy we state
When we start to create
But this isn’t the end!
We now each have a valuable PLN to tend
Our #BYOD4L community will continue to grow
Help us reach out to let others know
contributors
1 Sam Illingworth
2 Neil Withnell
3 Ian Guest
4 Peter Reed
5 Carol Haigh
6 Sue Beckingham
The Digital Jungle
by BYOD4Learning is
licensed under aCreative
Commons Attribution-
ShareAlike 4.0
International License.
•Learning about collaborative
learning through collaborating.
•Learning about open educational
resources through making.
•Learning about creative commons
licences through choosing one.
37. #BYOD4Lchat
code by Martin Hawskey visualisation for BYOD4L by Peter Reed
1 2 3
4 5
1-5
45. What next?
• Further research linked to the open scalable
cross-institutional CPD model, open badges,
Tweetchats
• Open facilitators’ experiences project (work-in-progress)
• Getting ready for BYOD4L in January 15!!!
• …
46. special thank yous...
... to all our collaborators, institutions, participants as well
as our very own artist Ellie Livermore.
We thank them all for embracing this project, their
commitment and energy.
BYOD4L would not have been possible without them!!!
... the journey continues...
47. References
Beetham and Sharpe, (2010), ‘Developing Digital Literacies Framework’, available
fromhttp://jiscdesignstudio.pbworks.com/w/file/40474958/Literacies%20development%20framework.doc, date accessed 11th April 2014
Bennett, L. (2012) Learning from the early adopters: Web2.0 tools, pedagogic patters and the development of the digital practitioner, Doctoral thesis, University of
Huddersfield.
Cormier, D. (2008) Rhizomatic Education: Community as Curriculum, Innovate. Journal of Online Education, V 4 No 5, Jun-Jul 2008, available at
http://eric.ed.gov/?id=EJ840362
Deutsch, M. (1949) A theory of cooperation and competition, in: Human Relations, 2, pp. 129-152.
Dougkas, T. & Seely Brown, J. (2011) A new culture of learning. Cultivating the Imagination for a World of Constant Change,
Galley, R., Conole, G, Dalziel, J and Ghiglione, E. (2010). Cloudworks as a ‘pedagogical wrapper’ for LAMS sequences: supporting the sharing of ideas across professional
boundaries and facilitating collaborative design, evaluation and critical reflection. LAMS and Learning Design. A. Alexander, J. Dalziel, J. Krajka and R. Kiely. Nicosia,
University of Nicosia Press. 2: pp. 37-50.
Gibbs, G. (2012) Implications of ‘Dimensions of quality’ in a market environment, York: HEA.
Jackson, N. J. (2013) The Concept of Learning Ecologies in N Jackson and G B Cooper (Eds) Lifewide Learning, Education and Personal Development E-Book. Chapter A5
available at http://www.lifewideebook.co.uk/uploads/1/0/8/4/10842717/chapter_a5.pdf [accessed 9 February 2014]
Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., Day, P., Ecclesfield, N., Hamilton, T. and Robertson, J. (2010) Learner Generated Contexts: a framework to
support the effective use of technology to support learning, in: Lee, M. J. W. & McLoughlin, C. (eds) Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary
Teaching, IGI Global, pp. 70-84., available at http://knowledgeillusion.files.wordpress.com/2012/03/bookchapterluckin2009learnergeneratedcontexts.pdf [accessed
25 January 2014]
Nerantzi, C. & Uhlin, L. (2012) FISh, available at http://fdol.wordpress.com/design/
Nerantzi, C. (submitted) Conceptions of open learners using FISh, a Problem-Based Learning design, used in a professional development course for teachers in higher
education
Nerantzi, C (2014) A personal journey of discoveries through a DIY open course development for professional development of teachers in Higher Education (invited
paper),Journal of Pedagogic Development, University of Bedfordshire, Volume 4, Issue 2, pp. 42-58 http://www.beds.ac.uk/jpd
Nerantzi, C., Middleton, A. & Beckingham, S. (i2014) Facilitators as co-learners in a collaborative open course for teachers and students in Higher Education, in: Learning in
cyberphysical worlds, eLearning paper, issue No. 39.
Nerantzi, C & Beckingham, S (2014) BYOD4L – Our Magical Open Box to Enhance Individuals’ Learning Ecologies, in: Jackson, N. & Willis, J. (eds.) Lifewide Learning and
Education in Universities and Colleges E-Book, avaialable athttp://www.learninglives.co.uk/e-book.html.
Siemens, G. (2002) "Elearning Course," elearnspace, August 27, 2002, available at http://www.elearnspace.org/Articles/elearningcourse.htm [accessed 8 February 2014].
Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Hybrid Pedagogy. Available at http://learnerexperiences.hybridpedagogy.com [accessed6
May 2014]
Wenger, E., White, N. & Smith J. D. (2009) Digital Habitats. Stewarding technology for communities, Portland: CPsquare.
Editor's Notes
Part 1 (10 mins): Discussion about open academic CPD across the sector
Delegates will have the opportunity to discuss with colleagues from other institutions examples of open CPD, initiatives where staff learn in partnership with students, share experiences and perspectives on how innovative academic CPD can take advantage of technologies to extend engagement as well as create new opportunities for personal and collective growth.
Just as a reminder: please don’t copy, I have used these exact lines elsewhere:
A significant study undertaken by Bennett (2012) indicates that academics who are early adopters of technology are keen to explore the pedagogical use of digital technologies and especially social media if they can apply learning to their own practice to enhance the student experience. Bennett, explored the experience and behaviours of early adopters of social media for learning in one institution and how they developed the skills needed. Her research showed that these academics are confident and driven to explore new pedagogical approaches supported by technology and are willing to invest the time needed to develop new skills and practices that would benefit their students.
Barnett, R (2011) The coming of the ecological university, in: Oxford Review of Education, Vol. 37, Issue 4, 2011, Taylor & Francis, pp. 439-455.
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 [accessed 20 February 2014]
Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P. Stoyanov, S. and Hoogveld, B. (2011) The Future of Learning: Preparing for Change. European Commission Joint Research Centre Institute for Prospective Technological Studies EUR 24960 EN Luxembourg: Publications Office of the European Union.
http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4719 [accessed 21 February 2014]
Jackson, N. J. (2014) Lifewide Learning and Education in Universities & Colleges: Concepts and Conceptual Aids, in N.J. Jackson and J. Willis (Eds) Lifewide Learning and Education in Universities and Colleges. Chapter A1 Available at: http://www.learninglives.co.uk/e-book.html
Christine Redecker
little and big OER! Martin Weller!
MOOCs only??? other creations, DIY, innovation comes in all shapes and sizes
Part 2 (25mins): Sharing the BYOD4L project, an open cross-institutional academic CPD opportunity developed at MMU and SHU
The open cross-institutional CPD intervention BYOD4L developed by the presenters will be discussed with delegates. Findings linked to expectations and value of BYOD4L for participants and facilitators will be discussed together with the rationale for the development of BYOD4L and lessons learnt.
22 badges
Smartphone 57
Tablet 62
Digital camera 40
Camcorder 25
Audio recorder 37
Open learning 46 (61%)
Open course organiser 16 (21%)
Using social media for learning 47 (63%)
Networked learning 52 (69%)
Mobile learning 39 (53%)
Deutsch (1949)
Social interdependence : achieving individual goals are affected by actions of others
Positive interdependence: reaching goals when others they work with cooperatively also reach their goals, promoting each others efforts to achieve the goal
social interdependence theory (Deutsch, 1949)
we developed positive interdependence> reaching goals when others they work with cooperatively also reach their goals, promoting each others efforts to achieve the goal
promotive interaction> move from self-interest to mutual interest
openness, positive resolution of challenges, emotional connection
Part 3 (10 mins): Extending opportunities for collaboration – discussion, sharing ideas, identifying opportunities
We will discuss with the delegates how the open CPD framework developed for BYOD4L could be developed further and invite opportunities for collaboration to join up initiatives and enable cross-institutional fertilisation and learning in partnership with educators and students.