The document summarizes a presentation about designing alternative models for professional development of higher education teachers based on an open community approach. It discusses findings from a phenomenographic study that examined the collaborative open learning experience of participants in two open cross-institutional courses. The study identified categories of description related to how participants experienced the courses, collaboration, and boundary crossing. It proposes a cross-boundary collaborative open learning framework informed by literature that could guide innovative teaching and learning by harnessing technology and openness while building communities across institutions.
The document discusses exploring professional development for HE teachers, key findings from a phenomenographic study on collaborative open learning experiences and the role of community, and designing alternative professional development based on an open community approach. It summarizes discussions from the OEGlobal 2018 conference on building open communities for professional development that cross institutional and geographical boundaries.
Invited Symposium WERA Focal Meeting 2013 Brian Hudson
Presentation to the WERA Invited Symposium on ‘Building Infrastructure and Capacity for Research Innovations Worldwide’ as part of the WERA 2013 Focal Meeting held as an integral part of the XII National Congress for Education Research, sponsored by the Consejo Mexicano de Investigacion Educativa (COMIE) (Mexican Society for Educational Research) and Guanajuato University, 19-22 November 2013.
A ticket for a cross-boundary higher education system. Just a dream? PhD studyChrissi Nerantzi
This document describes a study that used a collective case study approach and phenomenography to examine learners' experiences in two open cross-institutional academic development courses designed for collaborative learning. The study aimed to understand learners' experiences, which course characteristics most influenced learners, and develop a collaborative open learning framework. Data collection methods included surveys and interviews. Preliminary findings identified categories of description around course experience, boundary crossing, and collaboration. The outcome space addressed the research questions and informed a proposed collaborative open learning framework for cross-institutional academic development.
"It is cool learning together" Is it? HEA Conference Contribution, 2-3 July 2014Chrissi Nerantzi
This document summarizes a presentation given by Chrissi Nerantzi exploring collaborative learning in an open professional development course for teachers in higher education called FDOL. The presentation discussed insights from learners in the FDOL course, benefits and challenges of collaborative learning. It provided an overview of the FDOL course structure and findings from initial surveys of participants that highlighted values of collaboration, flexibility and peer learning. Preliminary thematic analysis of interview data with FDOL participants revealed themes of commitment, cultural diversity, challenges of time management and technology, and value of small group work and facilitator support.
Better together? workshop with Dr Stephen Powell #TELfest at Manchester MetChrissi Nerantzi
This document advertises an upcoming development opportunity on collaborative online learning hosted by Chrissi Nerantzi and Dr. Stephen Powell at TELfest on September 13, 2017. It will involve sharing experiences of online and collaborative learning, an overview of frameworks that support collaborative learning with technology, and a discussion of the attendees' contexts and practices. The document also advertises an open online course on flexible, open, and social learning starting on October 2nd that will allow participants to experience online learning as learners and work towards academic credits or use it for informal professional development.
The document discusses connecting research, policy, and practice in e-learning. It provides a framework linking the four areas of research, policy, teacher practice, and learner experience. It then examines the history of e-learning and various technologies and pedagogical approaches. Key lessons include the need for new digital literacies and better linking research to policy and practice. The future will involve an ongoing evolution of technologies and their use in education.
Digital tools and online resources are transforming teaching practices. The document outlines several trends including the growth of mobile learning, learning analytics, and bring your own device initiatives. It also discusses different pedagogical approaches that make use of digital media like inquiry-based, collective, and situated learning. The author advocates for the use of learning design frameworks to help educators intentionally integrate technologies and open educational resources into their teaching.
2018-04-24 OE Global OER Community for UNESCO OER Action Plan Stracke et alChristian M. Stracke
2018-04-24 Panel at OE Global 2018 in Delft on "How can the OER Community put the UNESCO OER Action Plan into practice?" by Christian M. Stracke (OUNL), Zeynep Varoglu (UNESCO), Daniel Burgos (UNIR), Tel Amiel (UNICAMP) and Jane-Frances Agbu (NOU)
The document discusses exploring professional development for HE teachers, key findings from a phenomenographic study on collaborative open learning experiences and the role of community, and designing alternative professional development based on an open community approach. It summarizes discussions from the OEGlobal 2018 conference on building open communities for professional development that cross institutional and geographical boundaries.
Invited Symposium WERA Focal Meeting 2013 Brian Hudson
Presentation to the WERA Invited Symposium on ‘Building Infrastructure and Capacity for Research Innovations Worldwide’ as part of the WERA 2013 Focal Meeting held as an integral part of the XII National Congress for Education Research, sponsored by the Consejo Mexicano de Investigacion Educativa (COMIE) (Mexican Society for Educational Research) and Guanajuato University, 19-22 November 2013.
A ticket for a cross-boundary higher education system. Just a dream? PhD studyChrissi Nerantzi
This document describes a study that used a collective case study approach and phenomenography to examine learners' experiences in two open cross-institutional academic development courses designed for collaborative learning. The study aimed to understand learners' experiences, which course characteristics most influenced learners, and develop a collaborative open learning framework. Data collection methods included surveys and interviews. Preliminary findings identified categories of description around course experience, boundary crossing, and collaboration. The outcome space addressed the research questions and informed a proposed collaborative open learning framework for cross-institutional academic development.
"It is cool learning together" Is it? HEA Conference Contribution, 2-3 July 2014Chrissi Nerantzi
This document summarizes a presentation given by Chrissi Nerantzi exploring collaborative learning in an open professional development course for teachers in higher education called FDOL. The presentation discussed insights from learners in the FDOL course, benefits and challenges of collaborative learning. It provided an overview of the FDOL course structure and findings from initial surveys of participants that highlighted values of collaboration, flexibility and peer learning. Preliminary thematic analysis of interview data with FDOL participants revealed themes of commitment, cultural diversity, challenges of time management and technology, and value of small group work and facilitator support.
Better together? workshop with Dr Stephen Powell #TELfest at Manchester MetChrissi Nerantzi
This document advertises an upcoming development opportunity on collaborative online learning hosted by Chrissi Nerantzi and Dr. Stephen Powell at TELfest on September 13, 2017. It will involve sharing experiences of online and collaborative learning, an overview of frameworks that support collaborative learning with technology, and a discussion of the attendees' contexts and practices. The document also advertises an open online course on flexible, open, and social learning starting on October 2nd that will allow participants to experience online learning as learners and work towards academic credits or use it for informal professional development.
The document discusses connecting research, policy, and practice in e-learning. It provides a framework linking the four areas of research, policy, teacher practice, and learner experience. It then examines the history of e-learning and various technologies and pedagogical approaches. Key lessons include the need for new digital literacies and better linking research to policy and practice. The future will involve an ongoing evolution of technologies and their use in education.
Digital tools and online resources are transforming teaching practices. The document outlines several trends including the growth of mobile learning, learning analytics, and bring your own device initiatives. It also discusses different pedagogical approaches that make use of digital media like inquiry-based, collective, and situated learning. The author advocates for the use of learning design frameworks to help educators intentionally integrate technologies and open educational resources into their teaching.
2018-04-24 OE Global OER Community for UNESCO OER Action Plan Stracke et alChristian M. Stracke
2018-04-24 Panel at OE Global 2018 in Delft on "How can the OER Community put the UNESCO OER Action Plan into practice?" by Christian M. Stracke (OUNL), Zeynep Varoglu (UNESCO), Daniel Burgos (UNIR), Tel Amiel (UNICAMP) and Jane-Frances Agbu (NOU)
A brief presentation for the Koninklijke Vaamse Academie van België voor Wetenschappen en Kunsten (kvab.nl) and the Universitaire Stichting (fondationuniversitaire.be) at Brussels about MOOCs, their promises and challenges, also from an ethical perspective. The OpenupEd initiative as a collaborative approach to MOOCs was presented and discussed.
When creating MOOCs, one needs to take a design stance. Importantly, one should do the full design cycle and not just plan online add ons to the customary lecturing
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
2015 g. van der perre higher education for the digitalEADTU
This document outlines discussions from a group in Flanders exploring how higher education can better utilize digital technologies. It summarizes input from experts Diana Laurillard and Pierre Dillenbourg on challenges and opportunities for blended learning. The group identified 10 discussion topics and conducted university visits. The document calls for universities to think digitally and address educational challenges through innovative technology solutions. It argues digital change is a moral duty and universities should transform into more adaptive, socially impactful institutions. The goal is not just implementing tech but designing new learning experiences and environments through blended models.
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
The document discusses the feasibility of using networks for teacher professional development. It finds that networks provide access to information, resources, and shared practices. Networks are non-hierarchical and allow for knowledge sharing, participation, and adapting to change. Examples of successful networks described include a collaboration between teachers and researchers on ecological field studies, and a writing project where teachers taught each other best practices. Factors for successful networks included developing relationships, collective reflection, and external guidance.
The document summarizes a presentation given by Hugh Davis on how the web has changed teaching and learning. Some key points made include:
- The web has evolved from a read-only platform to a read-write platform with user-generated content and social aspects.
- Teaching has moved from traditional lectures to incorporating more online content and active learning approaches. Learning has become more self-directed with personal learning networks and environments.
- MOOCs are discussed as a current development that could impact higher education through increasing access but also generating data to improve adaptive learning. However, their effect on traditional universities is debated.
- Overall, the web and digital technologies are argued to be changing what and how students learn to prepare
Digitaler Bildungsraum Hochschule – Perspektiven zwischen wiedererwachter Fas...Petra Grell
This document discusses perspectives on digital education spaces in universities between renewed fascination and sober routine. It covers topics like MOOCs, open educational resources (OER), criticisms of OER, and challenges with participation in digital environments. Some key points include:
- MOOCs and OER were initially met with great enthusiasm and hype about their potential, but uptake and reuse in formal education has been disappointing.
- OER can enable open and flexible learning, but Germany had fundamental objections around lack of digital content preventing learning for those with low qualifications.
- Participation in digital spaces is difficult and assumptions of autonomy don't always match reality, as students may just "play the game" for obligations rather than personal
Design learning goes online: The role of ICT in Architecture EducationSTADIO Higher Education
This document discusses the role of information and communication technologies (ICT) in architecture education. It explores how ICT can support different learning theories, including behaviorist, constructivist, situated, collaborative, and informal/lifelong learning. Examples are provided of studies using ICT to scaffold design reasoning, support online conceptual design learning, promote learning through social interaction and collaboration, and expand learning beyond the classroom. The document advocates for blended learning approaches that combine online and traditional learning methods.
NPAR: building networked participatory action research in cyberspaceAlana James
This is a report on the development of the online network that supports the international participatory action research project: The Future(s) of Education.
This document summarizes the closing remarks from a conference on student-centered learning. It discusses the roles of learners, instructors, pedagogies, technology, and institutions in student-centered learning. Learners are in the driver's seat but receive guidance from instructors. Pedagogies define how learners progress while technology powers the learning process. Institutions provide the infrastructure and resources to support student-centered learning. The document highlights quotes from several conference speakers about topics like the role of students, digital tools, and challenges in implementing student-centered models.
This document summarizes a presentation given by Prof. dr. Frederik Questier to the University of Cuenca in Ecuador on improving teaching and learning with information and communication technologies (ICT). It discusses evolving technologies and learning theories, models for constructive learning environments using ICT, and strategies for educational innovation including teacher training, developing an expertise center, disseminating best practices, and facilitating communication and projects. The overall message is that ICT can transform and improve education when used to support intentional, collaborative, complex learning in authentic contexts.
This document discusses open and collaborative models of learning, knowledge production, and education. It emphasizes learner-centered approaches where learners decide what, when, how, and how quickly to learn. Peer-to-peer interactions and social learning are important. The document also references concepts like autopoiesis, the commons, commoning, open knowledge, and constructing diversity in forms of socialization and knowledge production. Overall it promotes collaborative, relationship-based models of learning and knowledge validation that are open and distributed by nature.
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
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?
This document summarizes Steve Wheeler's keynote speech on open educational resources and user generated content. Some main points include: OER emphasizes learner engagement and skills for problem solving; user generated content is created freely by students and teachers without formal peer review; Wikipedia allows open initiation and editing of entries; sharing OER development costs means better return on investment; barriers to OER include quality concerns, ownership issues and sustainability; trends in education include moving from closed to open and from consuming to creating.
This document is Terry Anderson's CV presented as a Wordle tag cloud. It discusses Anderson's views on distance education, including that education must improve quality and appeal while empowering student control. It advocates boundless access to open educational resources, connections, and learning opportunities using technologies like open courses and open access journals. However, it notes opportunities also exist to waste time or harm privacy, and boundaries may be needed to manage information and guide productive use. Overall, the document emphasizes embracing open, online opportunities to improve and reform education through open scholarship and networks.
E-õppe ja avatud hariduse lahendused Tallinna ÜlikoolisHans Põldoja
The document discusses open educational tools and resources at Tallinn University. It begins by defining open education and how the concept has evolved over time. It then outlines some of the open learning environments used at Tallinn University, including blogs and WordPress sites for course content, YouTube videos, and GitHub for collaborative coding projects. The document also addresses challenges in designing open online courses, such as building community and providing feedback. Overall, it presents Tallinn University's approach to open education and how open learning environments can increase accessibility and collaboration.
Revolutionizing School – Fablab@school dk 2016 KeynotePeter Troxler
Maker Education is a new method of learning. It promises that students not only learn to "read" technology but also become able to "write" it—an approach previously not found in the education system. The core of this method is that students themselves take ownership of their learning process by working on challenges they can solve by applying digital manufacturing technology.
An important prerequisite for "writing" technology however remains the ability to "read" it. However, technology today is often read protected—hardware has "no serviceable parts inside", the source code of software is not available to users. The remedy is open hardware and open source software; and education has equally to embrace open design principles.
A brief presentation for the Koninklijke Vaamse Academie van België voor Wetenschappen en Kunsten (kvab.nl) and the Universitaire Stichting (fondationuniversitaire.be) at Brussels about MOOCs, their promises and challenges, also from an ethical perspective. The OpenupEd initiative as a collaborative approach to MOOCs was presented and discussed.
When creating MOOCs, one needs to take a design stance. Importantly, one should do the full design cycle and not just plan online add ons to the customary lecturing
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
2015 g. van der perre higher education for the digitalEADTU
This document outlines discussions from a group in Flanders exploring how higher education can better utilize digital technologies. It summarizes input from experts Diana Laurillard and Pierre Dillenbourg on challenges and opportunities for blended learning. The group identified 10 discussion topics and conducted university visits. The document calls for universities to think digitally and address educational challenges through innovative technology solutions. It argues digital change is a moral duty and universities should transform into more adaptive, socially impactful institutions. The goal is not just implementing tech but designing new learning experiences and environments through blended models.
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
The document discusses the feasibility of using networks for teacher professional development. It finds that networks provide access to information, resources, and shared practices. Networks are non-hierarchical and allow for knowledge sharing, participation, and adapting to change. Examples of successful networks described include a collaboration between teachers and researchers on ecological field studies, and a writing project where teachers taught each other best practices. Factors for successful networks included developing relationships, collective reflection, and external guidance.
The document summarizes a presentation given by Hugh Davis on how the web has changed teaching and learning. Some key points made include:
- The web has evolved from a read-only platform to a read-write platform with user-generated content and social aspects.
- Teaching has moved from traditional lectures to incorporating more online content and active learning approaches. Learning has become more self-directed with personal learning networks and environments.
- MOOCs are discussed as a current development that could impact higher education through increasing access but also generating data to improve adaptive learning. However, their effect on traditional universities is debated.
- Overall, the web and digital technologies are argued to be changing what and how students learn to prepare
Digitaler Bildungsraum Hochschule – Perspektiven zwischen wiedererwachter Fas...Petra Grell
This document discusses perspectives on digital education spaces in universities between renewed fascination and sober routine. It covers topics like MOOCs, open educational resources (OER), criticisms of OER, and challenges with participation in digital environments. Some key points include:
- MOOCs and OER were initially met with great enthusiasm and hype about their potential, but uptake and reuse in formal education has been disappointing.
- OER can enable open and flexible learning, but Germany had fundamental objections around lack of digital content preventing learning for those with low qualifications.
- Participation in digital spaces is difficult and assumptions of autonomy don't always match reality, as students may just "play the game" for obligations rather than personal
Design learning goes online: The role of ICT in Architecture EducationSTADIO Higher Education
This document discusses the role of information and communication technologies (ICT) in architecture education. It explores how ICT can support different learning theories, including behaviorist, constructivist, situated, collaborative, and informal/lifelong learning. Examples are provided of studies using ICT to scaffold design reasoning, support online conceptual design learning, promote learning through social interaction and collaboration, and expand learning beyond the classroom. The document advocates for blended learning approaches that combine online and traditional learning methods.
NPAR: building networked participatory action research in cyberspaceAlana James
This is a report on the development of the online network that supports the international participatory action research project: The Future(s) of Education.
This document summarizes the closing remarks from a conference on student-centered learning. It discusses the roles of learners, instructors, pedagogies, technology, and institutions in student-centered learning. Learners are in the driver's seat but receive guidance from instructors. Pedagogies define how learners progress while technology powers the learning process. Institutions provide the infrastructure and resources to support student-centered learning. The document highlights quotes from several conference speakers about topics like the role of students, digital tools, and challenges in implementing student-centered models.
This document summarizes a presentation given by Prof. dr. Frederik Questier to the University of Cuenca in Ecuador on improving teaching and learning with information and communication technologies (ICT). It discusses evolving technologies and learning theories, models for constructive learning environments using ICT, and strategies for educational innovation including teacher training, developing an expertise center, disseminating best practices, and facilitating communication and projects. The overall message is that ICT can transform and improve education when used to support intentional, collaborative, complex learning in authentic contexts.
This document discusses open and collaborative models of learning, knowledge production, and education. It emphasizes learner-centered approaches where learners decide what, when, how, and how quickly to learn. Peer-to-peer interactions and social learning are important. The document also references concepts like autopoiesis, the commons, commoning, open knowledge, and constructing diversity in forms of socialization and knowledge production. Overall it promotes collaborative, relationship-based models of learning and knowledge validation that are open and distributed by nature.
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
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?
This document summarizes Steve Wheeler's keynote speech on open educational resources and user generated content. Some main points include: OER emphasizes learner engagement and skills for problem solving; user generated content is created freely by students and teachers without formal peer review; Wikipedia allows open initiation and editing of entries; sharing OER development costs means better return on investment; barriers to OER include quality concerns, ownership issues and sustainability; trends in education include moving from closed to open and from consuming to creating.
This document is Terry Anderson's CV presented as a Wordle tag cloud. It discusses Anderson's views on distance education, including that education must improve quality and appeal while empowering student control. It advocates boundless access to open educational resources, connections, and learning opportunities using technologies like open courses and open access journals. However, it notes opportunities also exist to waste time or harm privacy, and boundaries may be needed to manage information and guide productive use. Overall, the document emphasizes embracing open, online opportunities to improve and reform education through open scholarship and networks.
E-õppe ja avatud hariduse lahendused Tallinna ÜlikoolisHans Põldoja
The document discusses open educational tools and resources at Tallinn University. It begins by defining open education and how the concept has evolved over time. It then outlines some of the open learning environments used at Tallinn University, including blogs and WordPress sites for course content, YouTube videos, and GitHub for collaborative coding projects. The document also addresses challenges in designing open online courses, such as building community and providing feedback. Overall, it presents Tallinn University's approach to open education and how open learning environments can increase accessibility and collaboration.
Revolutionizing School – Fablab@school dk 2016 KeynotePeter Troxler
Maker Education is a new method of learning. It promises that students not only learn to "read" technology but also become able to "write" it—an approach previously not found in the education system. The core of this method is that students themselves take ownership of their learning process by working on challenges they can solve by applying digital manufacturing technology.
An important prerequisite for "writing" technology however remains the ability to "read" it. However, technology today is often read protected—hardware has "no serviceable parts inside", the source code of software is not available to users. The remedy is open hardware and open source software; and education has equally to embrace open design principles.
“I would probably find it quite hard if I had to do it in a foreign language” Chrissi Nerantzi
My PhD research work-in-progress... contribution for Sunday the 10 April 2016 for the event of the Global OER Graduate Network in Krakow, Poland as part of the OEGlobal
The document discusses the changing educational landscape with new technologies and the need for new pedagogical approaches. It advocates for more open practices in design, delivery, research, and evaluation of education. Learning design is presented as a methodology to make the design process more explicit and shareable.
This document summarizes a presentation on using social media and heutagogy (self-determined learning) to support the development of lifelong learning skills. The presentation discusses:
1) How heutagogy and social media can help develop skills needed in the workplace like collaboration, critical thinking, and adaptability.
2) Examples of how social media tools like wikis, Google Docs, and Twitter have been used in university courses to develop skills in a self-determined way.
3) The benefits of heutagogy include improved critical thinking, engagement, control over learning, and ability to apply knowledge, all of which are important for lifelong learning.
This document summarizes a presentation on learning design technologies that support collective and inclusive approaches to education. It discusses how learning design can be used to promote equal opportunities for participation, guide the design of learning activities, enable collective efforts in co-designing learning, and regulate learning processes. It provides examples of how collaborative learning scripts, authoring tools, analytics layers, and orchestration technologies like PyramidApp can support these goals. Current and future work focuses on designing AI and technologies to be responsible and protect children's rights.
This document describes two case studies of courses developed by higher education partners of the OERu using Davis' Arena framework for analyzing educational change with technology. The case studies found that adopting open educational practices influenced course design by developing skills, redistributing tasks, and producing more easily modifiable and shareable resources. However, processes related to business models and bureaucratic issues were less clear. Overall, open educational practices seemed to stimulate thinking around student support, business models, and producing exemplar courses, but reflections noted confusion around definitions and a need for more empirical research.
This document provides an overview of a PhD student's research journey from 2013 to 2016. It summarizes their research exploring collaborative open learning in cross-institutional professional development courses for higher education teaching staff in the UK. The research included a phenomenographic study with interviews of 22 participants in two open online courses to understand experiences of collaborative open learning. The findings led to the development of an outcome space and proposed collaborative open learning framework. The document also outlines limitations, contributions to knowledge, and key events over the course of the research project.
Open Educational Resources and Practices in EstoniaHans Põldoja
This document provides an overview of open educational resources and practices in Estonia. It discusses key concepts in open education such as MIT OpenCourseWare and Creative Commons licenses. It then outlines several open educational initiatives and repositories in Estonia, including Koolielu, HITSA repository, LeMill, and course materials from various universities. The document also discusses why open educational resources are beneficial for both learners and teachers. It provides examples of open online courses in Estonia and experiments with open assessment using open badges. Overall, the document gives a comprehensive look at the landscape of open educational resources and practices currently available in Estonia.
This document provides an introduction and overview of an interaction design methods course. It outlines the course objectives, structure, themes, and assessment methods. The course aims to provide both practical and theoretical skills in interaction design. It is structured around 7 meetings, a group project, and independent work. Students will work through various design methods like idea generation, personas, prototyping. Assessment is based on open badges earned for assignments. The document discusses using badges to recognize different skills and provides examples of badge levels. It also introduces the learning environment and resources like blogs, Moodle, and GitHub that will be used.
The document discusses bridging the gap between e-learning policy and practice. It provides a reflective review of the history of e-learning and lessons learned. Emerging themes are discussed like how technologies are converging with modern pedagogies. A framework is presented for ensuring policy is effectively implemented in practice. Case studies are examined and questions are posed about how to account for technological advances and changing user needs in e-learning policy going forward.
This presentation discusses new learning paradigms and technologies. It begins by noting that the future is unpredictable and students today may not realize how much their professional lives will change. It then discusses trends like the technological singularity, increasing connectivity through devices and the internet of things, and how information abundance has replaced scarcity. The presentation advocates preparing students for this unknown future by focusing on skills like social skills, creativity, and lifelong learning rather than only transmitting knowledge. It also promotes active, collaborative, and constructionist approaches to learning over passive absorption of knowledge.
This document discusses teacher knowledge and the impact of technology on teacher professional development. It begins by outlining models of teacher knowledge, including Shulman's categorization of different types of knowledge teachers possess. It then examines how technology may affect teacher knowledge domains, referencing the TPACK framework which describes the interplay between technological, pedagogical and content knowledge. Examples are provided of online communities and tools that can support teacher learning and development, such as blogs, discussion boards and virtual conferences. The document concludes by reflecting on how digital technologies can enhance teachers' vision, motivation, understanding, reflection and community learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Gary MotteramThe Open University
The document discusses several topics related to social and professional identity in education:
1) Examples of real-world research projects and their messy but vital nature.
2) The sociocultural paradigm and how it defines learning as a social activity.
3) The concept of "bricolage" or fashioning research instruments from available materials.
4) The development of a community of practice for teachers using a virtual world to support ongoing professional development.
2013 ectelmeets-ecscw-v3isajahnke CSCL@Work Isa Jahnke
Employees use social media at work to solve problems collaboratively in hidden ways. This document discusses computer-supported collaborative learning (CSCL) at the workplace and proposes research questions to better understand the topic. It reviews cases of CSCL at work and suggests design criteria are needed to support collaborative learning across organizational boundaries using technology. The discussion aims to develop a shared understanding of CSCL at work across disciplines.
This document discusses implementing elements of openness in a private online course. It describes a pedagogical model used in a fee-based professional development program for teachers that integrated personal learning environments and networks (PLEs/PLNs) to foster openness. Through PLEs/PLNs, students could connect their formal learning to informal networks, sharing work beyond the program boundaries. This increased open connections, teaching, curricula, dialogue and use of open resources. Reflections found PLEs/PLNs provided an effective vehicle for openness within a private context by expanding the community of inquiry.
1. The document discusses networked learning as a social perspective on teacher professional development. It defines networked learning as using social relationships and ICT to promote collaborative connections between learners, tutors, and learning resources.
2. Research on teacher networks shows that they provide a social infrastructure for professional development by facilitating sharing, collaboration, and knowledge development through discussion of practical problems. Successful networks develop communities and influence professional practice.
3. The document outlines approaches for researching teacher networks, including analyzing network connections and facilitating networks through visualizing social ties and generating online dialogue to design interventions. Instruments assess network feasibility, facilitate networks, and evaluate their impact on professional development.
This document summarizes a playful learning activity organized by Dr. Chrissi Nerantzi for academic developers. Participants were paired up and given £3 each to purchase two items within one hour that could help address a teaching challenge. They documented their thought process through photos and videos. Afterwards, they demonstrated and evaluated their ideas. The goal was to foster creativity in solving problems of practice in a fun, collaborative manner that moved beyond traditional conversation. Playful learning techniques like this can help academics explore new approaches within their disciplines.
Introducing Openness through the national professional development initiative...Chrissi Nerantzi
This document summarizes a UNESCO project in Uzbekistan that aims to improve professional development for foreign language teachers through open education. The project involves reviewing an existing online course, planning collaboration with other institutions, and creating an open textbook. It proposes adopting open pedagogies like collaborative learning, reflection, and virtual exchange. The project team faces challenges like different time zones but builds on diversity. Overall, the project aims to certify teachers through open, collaborative learning opportunities that develop global competence.
What fuels pedagogic innovation? 22nd of May 2018 University of LeedsChrissi Nerantzi
This document summarizes a presentation on pedagogic innovation in higher education given at the 12th Research Students' Education Conference at the University of Leeds on May 22, 2018. The presentation discusses what fuels pedagogic innovation, defines a pedagogic innovator, reviews factors that help or hinder innovation, and proposes ways that institutions can foster innovation, such as supporting communities of practice, creating protected spaces for experimentation ("greenhousing"), and investing in innovative educators.
The university as a playground... invited LSE workshop 18 January 2018Chrissi Nerantzi
The document discusses the role of playfulness and creativity in higher education learning and teaching. It provides examples of how introducing playful elements can help students to experiment with ideas, take risks, and reimagine the world. The workshop then explores opportunities to inject more playfulness into teaching practices through discussion and creative activities.
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.
An open course developed by Chrissi Nerantzi and Lars Uhlin used problem-based learning and provided flexibility through distance and online learning. The course allowed multiple learning modes, including working independently or in groups. Over time, discussions emerged around incorporating group work and problem-based learning into MOOCs to enhance collaboration and connected learning. Various models were tried, such as rolling groups, learning hubs, discussion pyramids, and facilitated connected learning MOOCs. Platforms and apps also launched to support grouping in open online courses.
Doctoral studies Year 1 the journey @chrissinerantziChrissi Nerantzi
Chrissi Nerantzi presented on developing a flexible collaborative learning framework for open cross-institutional Academic Development courses at postgraduate level. The framework involved open PBL groups across multiple institutions. The course faced challenges with participant engagement and confusion, but facilitators and participants reported learning and value from connecting with others. Organizers will consider changes for future iterations like clearer grouping, earlier social connections, and limiting external speakers.
The Role of a Learning Technologist in Transforming Digital Learning Practice...Chrissi Nerantzi
18 January 2018, London, invited contribution to the Inside Government event Embracing Technology Enhance Learning in Higher Education
https://chrissinerantzi.wordpress.com/2018/01/20/inside-government-event-18-1-18/
Dr. Chrissi Nerantzi discusses the educational benefits of using board games in higher education. She notes that board games can encourage group work, discussion, and help set the stage for cooperation. During the seminar, participants engaged with various board games, discussed adapting existing games for educational purposes, and brainstormed ways to create their own games. The goal was to demonstrate how playfulness and games can enhance learning.
Co-imagineering the future university APT17 4 July 2017Chrissi Nerantzi
This document summarizes a workshop on co-imagining the future university held at Greenwich University. The workshop was divided into starter, main course, and dessert sections. In the starter, participants co-imagined future universities in small groups by developing brands, logos, and models. The main course presented findings from a study on open educational practices and boundary crossing. It discussed opportunities and challenges of boundary crossing. The dessert had participants revisit their models and connect ideas to their practice. The workshop concluded by discussing a potential new model for academic development and higher education based on cross-boundary communities.
Opening-up the HE box through cross-boundary collaborative open learning in c...Chrissi Nerantzi
This document discusses opening up higher education through cross-boundary collaborative open learning. It presents a phenomenographic study of two open online courses involving academics from different institutions. Interviews and surveys examined how participants experienced these cross-institutional courses and which characteristics most influenced their experiences. The study developed a framework for open learning consisting of learner engagement patterns, needs, and design considerations. The framework aims to support new approaches to academic development and continuing professional development that are cross-institutional, collaborative, and open.
This document provides information about the #creativeHE open online course that took place from January 16-20, 2017. It introduces the course facilitators and outlines the daily plan and topics to be covered over the 5 days. The goals of the course are also stated as reflecting on creative teaching and evaluating innovations in one's own practice. Participants are encouraged to share their stories, creations and reflections. Information is also provided about badges and writing for a magazine. The course organizers thank the facilitators and participants.
#DAPP162 Session 3: Designing for learning & learning theoriesChrissi Nerantzi
This document discusses various learning theories and their application to teaching practice. It begins by outlining three main theories of teaching in higher education: teaching as telling, teaching as organizing student activity, and teaching as making learning possible through cooperative and self-directed learning. Groups then studied theories of behaviorism, cognitivism, socio-constructivism, connectionism, and connectivism and created posters to highlight the key aspects of each. The document emphasizes applying theory to practice and constructing teaching methods, learning activities, and assessments to align with intended learning outcomes.
The developer's real new clothes by Chrissi Nerantzi, for 21st annual SEDA Co...Chrissi Nerantzi
This document outlines Chrissi Nerantzi's PhD research exploring cross-boundary learning in open online courses. The research involved two case studies of open cross-institutional courses for academic development. Data was collected through surveys and interviews with participants and analyzed using phenomenography to identify categories of description. The findings were used to develop a proposed cross-boundary collaborative open learning framework for cross-institutional academic development. The framework is intended to inform the design of open courses and engagement patterns to support learning with others across institutional boundaries.
This document discusses the UK Professional Standards Framework (PSF) for higher education teaching. It provides an overview of the PSF descriptors and dimensions. The descriptors outline four levels of experience and responsibility - Associate Fellow, Fellow, Senior Fellow, and Principal Fellow. The dimensions cover areas of activity, core knowledge, and professional values that are important for teaching in higher education. The document also discusses changes in higher education, including the student experience and employability, and how these may influence teaching practices.
2016 #DAPP162 Reflection, UK PSF, Observations >>> week 1Chrissi Nerantzi
This document discusses reflection and observations of teaching. It begins with an introduction to reflection, including definitions and models of reflection. It emphasizes the importance of reflection being a collegial activity. It then discusses conducting observations of teaching, including checklists and providing feedback. It stresses using reflection to improve based on observations. The intended learning outcomes are also summarized.
It is all about... for the 3 June 16 :) What would you add? Chrissi Nerantzi
Dr Alison James kindly invited me to the event:
Social status: creative uses of social media in higher education which will take place at the University of the Arts London on the 3rd of June. See http://events.arts.ac.uk/event/2016/6/3/Social-status-creative-uses-of-social-media-in-higher-education/ for further details.
As you can see the title of my contribution is incomplete. What would you add?
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Setup Warehouse & Location in Odoo 17 Inventory
Towards free range professional development of HE teachers
1. Towards free-range professional development
for HE teachers
25 April 2018, 10:55am, Commissie 2, #OEGLOBAL, TU Delft
What? “Open
means getting
out of the
walls!”
Laura Richie
#OEGlobal18
Chrissi Nerantzi @chrissinerantzi
3. Overview
The Global OER Graduate Network
Doctoral students: 58; Alumni: 15>>> Join us!
http://go-gn.net/
4. STARTER
Explore professional development of HE teachers
MAIN COURSE
Discuss key findings from a phenomenographic study about the collaborative
open learning experience and the role community played
DESSERT
Design alternative professional development provision based on an open
community approach
http://www.publicdomainpictures.net/pictures/160000/velka/chalkboard-menu.jpg
5. STARTER
Explore professional development of HE teachers
MAIN COURSE
Discuss key findings from a phenomenographic study about the collaborative
open learning experience and the role community played
DESSERT
Design alternative professional development provision based on an open
community approach
http://www.publicdomainpictures.net/pictures/160000/velka/chalkboard-menu.jpg
8. • Paul Stacey >>> vision … boundaryless, he with all ed sector, other stakeholders... emphasis on
collaboration but also communities and other stakeholder, companies
• Tim van dear Hagen >>> Building bridges, connected working HE and outside
• Erin McKiernan, different open communities are still working, meeting separately, she called for
more joined up thinking
• UNESCO panel >>> we need to do cross-polinisation not just among like-minded people,
working with people who work differently than us, boundary crossing
• Erin McKiernan >>> Open communities separated... value in bringing them together
• Rob Farrow >>> diverse combinations, preferring difference over uniformity... in the context of
open society
• Laura Ritchie >>> open means getting out of the walls, locally or globally, connect with other
communities, businesses, learning with students
• Robert Schuwer > >> TU Delft project in Mathematics and Nursing project from Fontys
University of Applied Sciences, both cross-institutional collaborations, focus on building
communities
#OEGlobal18 discussions
9. Your reality?
So, what kind of
professional development
for teaching is offered in
your institution?
#OEGLOBAL18
Well… #OEGLOBAL18
And what do you actually
do? #OEGLOBAL18
10. Academics want freedom: to pursue their own
interests in L&T, part of networks and
communities, often external/disciplinary ones
(Crawford, 2009)
11. Helène Pulker
@helenpulker
>>> academics
using OER &
share locally in
communities of
trust
Penny Bentley
@penpln>>> teachers…
want autonomy,
community, focused on
enhancing students
learning
Naomi Wahls
@nwahls >>>
pedagogical
dilemmas…
courses,
learning
communities,
community
of practice,
intercultural
learning
Chrissi Nerantzi
@chrissinerantzi
>>>
phenomeno-
graphic study…
and community
findings >>>
12. STARTER
Explore professional development of HE teachers
MAIN COURSE
Discuss key findings from a phenomenographic study about the collaborative
open learning experience and the role community played
DESSERT
Design alternative professional development provision based on an open
community approach
http://www.publicdomainpictures.net/pictures/160000/velka/chalkboard-menu.jpg
13. Methodology
Phenomenography (Marton, 1981): collaborative open learning experience
Data collection
• Collective case study (Stake, 1995) FDOL132 & #creativeHE (cross-
institutional, collaborative learning features)
• 22 individual semi-structured interviews
• 2 surveys for background information to construct the collective case study
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?
The study
14. Individual phenomenographic interviews (n=22)
(main data collection method)
Pool 1
Course
4 categories
of
description
Initial
survey, 19
Qs (n=25)
Final
survey, 3
Qs (n=22)
Pool 3
Collaboration
3 categories
of description
Pool 2
Boundary
crossing
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 study 1
FDOL132 (2013) (n=19)
Case study 2
#creativeHE (2015) (n=14)
+
Collective case study (Stake, 1995)
Reporting
surveys
Two surveys,
(demographics
and background
information)
RQ1
and
RQ2
Disc
.
Open-
ness
in HE
Digital
tech
and
frame
-
works
Learni
ng
with
others
in
groups
Academic
development
Literature
Researcher’s positioning
Aphenomenographicstudy(Nerantzi,2017)
15. Case study 2
https://courses.p2pu.org/en/c
ourses/2615/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 study 1
https://fdol.wordpress.com/fdol132/
Collective case study approach to collect data
PBL Negotiate
d
Learning in
groups
was a choice!
Groups supported
by facilitators
from
collaborating
institutions
16. Pool of Meanings Categories of description Variations Codes used
in the
outcome
space
5.2 Pool 1 (Course) Open learning as course organisation Causing initial disorientation
Aiding participation C1.1
Open learning as an activity-based experience Limiting engagement
Fostering engagement C1.2
Open learning as a facilitated experience Lacking direction and instruction
Directive and controlling
Facilitative and supportive
C1.3
Open learning as designed for collaboration Constraining
Enabling
Empowering
C1.4
5.3 Pool 2
(Boundary
crossing)
Cross-boundary learning through modes of participation As a valued informal learning experience
As a valued mixed mode learning experience
As a valued opportunity for recognition
C2.1
Cross-boundary learning through time, places and space As a disconnected experience
As a continuum C2.2
Cross-boundary learning through culture and language As a barrier
As an enrichment C2.3
Cross-boundary learning through diverse professional
contexts
As initial discomfort
As a catalyst C2.4
5.4 Pool 3
(Collaboration)
Collaboration as engagement in learning Selective
Immersive C3.1
Collaboration as a means to shared product creation Product-process tension
Fulfilling C3.2
Collaboration as relationship building Questioning the behaviour of others
Valuing the presence of others C3.3
Nerantzi (2017, 162)
17. Open learning as course organisation (C1.1)
Open
learning as
an activity-
based ex.
(C1.3)
Open
learning as
designed for
collaboration
(C1.4)
Cross-
boundary
learning
through
modes of
partici-
pation
(C2.1)
Cross-
boundary
learning
through
time,
places and
space
(C2.2)
Cross-
boundary
learning
through
diverse
pro-
fessional
contexts
(C2.4)
Cross-
boundary
learning
through
culture
and
language
(C2.3)
Structuralfactors(AreaA)Livedexperience(AreaB)
Collaboration as
engagement in learning
(C3.1)
Selective
Immersive
Collaboration as
relationship
building (C3.3)
Group focus
Collaboration as
shared product
creation (C3.2)
Process-focus
High product
expectations
Individual focus Process-focus
Low product
expectations
Outcomespace(Nerantzi,2017)
Open
learning as
a facilitated
ex. (C1.2)
18. Open education
Academic development
Collaborative learning
Technology-
supported
frameworks
Cross-
boundary
Collaborative
open
learning
“learning from
collaboration” +
“process goals”
(Dillenbourg,
1999)
Democratising
open ed
(Lane, 2009)
“little OER”
(Weller, 2011)
Proactive
external CPD
(Crawford,
2009)
community of
inquiry (Garrison,
Anderson & Archer,
2000, 2010)
cognitive, social,
facilitator
presence,
belonging,
facilitator support
(=growing
importance)
Gap: collaboration as a
process, especially in the
context of open ed
Gap: more inclusive models
needed (Lane, 2009);
scaffolding (McAuley et al.,
2010); cross-institutional,
cross-boundary (Hall and
Smyth, 2016)
Gap: Frameworks to drive innovative learning & teaching (2014); more outwards
facing CPD (Craword, 2009); harness tech & open (Conole, 2013a; Redecker et al.
2011)
Community building ac dev model restricted to internal (Popovic & Plank, 2016)
Gap: NO framework for
collaborative learning in
open ed. EE opening-up
framework mentions cross-
institutional collaboration
and collab learning BUT no
details how. (Inamorato de
Santos, 2016)
Boundary crossing in learning and expertise in
teams & networks: Finland US, horizontal
practice, breaks monopoly of expert, diverse
views (Engeström, Engeström & Kärkkäinen,
1995)
Public facing open scholar > informal open
communities (child welfare community
observed divide academia, public, subject
communities FB) (Coughlan & Perryman, 2012)
HE application: boundary objects animal
slaughtering> diversity, increase trust, reduce
misunderstandings, misinterpretations can
occur and conflict , strategies to overcome
these important (Algers, 2016)
Theoretical framework
19. Crossing boundaries
OPPORTUNITIES (Akkerman & Bakker, 2011)
• identification, gaining insight into diverse
practices
• coordination, connecting diverse
viewpoints
• reflection, opportunity for better
understanding own and others’
perspectives and
• transformation, leading to collaboration
and change in behaviour or practices
CHALLENGES (Algers, 2016)
• may increase conflict
and misinterpretations!
• identifying strategies to
overcome these are
important
20. Year first
appeared
Framework Type of framework Formal/
informal
Designed for mode of
application
Adaptations Education sector Open education
1971 OU SOL (Supported Open Learning)
model (Swan, 2004; McAndrew &
Weller, 2005; Jones et al., 2009; also
mentioned in Weller, 2014; Jones,
2015)
Conceptual Formal Distance learning Blended
learning, online
learning
HE
1985 Computer-Supported Collaborative
Learning (CSCL) (Stahl et al., 2006)
Conceptual Formal,
informal
Learning supported
by technology
Schools, HE
1991 Community of Practice (Lave and
Wenger, 1991)
Evidence-based Informal Learning Online learning,
Blended
learning
2000 Community of Inquiry framework
(Garrison et al., 2000; 2010)
Conceptual Formal Blended learning Online learning HE
2002 5-stage model
(Salmon, 2002; Salmon, 2013)
Evidence-based Formal Online learning Blended
learning
HE MOOCs
2002 Conversational Framework (Laurillard,
2002)
Conceptual Formal Learning supported
by technology
HE
2009 3E Framework (Smyth, 2009) Evidence-based Formal Blended learning Online learning FE, HE
2012 Online Collaborative Learning Theory
(Harasim, 2012)
Evidence-based Formal Online learning HE
2013 7Cs of the Learning Design Framework
(Conole, 2013b)
Conceptual Formal Blended learning,
Online learning
HE MOOCs
2014 5C Framework (Nerantzi & Beckingham,
2015b)
Conceptual Formal,
informal
Online learning Learning
supported by
technology
HE Open
courses
Frameworks reviewed
21. Key features of reviewed frameworks fostering collaboration
Facilitator
support
ActivitiesCommunity
Choice
22. Cross-boundary collaborative open learning
framework for cross-institutional academic
development (Nerantzi, 2017b)
VisualisationbyElizabethWalshaw
23. 6. 1
RQ 1: How are open cross-institutional academic development
courses experienced that have been designed to provide
opportunities for collaborative learning?
6.2
RQ2: Which characteristics of open cross-institutional academic
development courses influence learners’ experience and how?
6.1.1 Anyone (academic staff, students and the public)
The courses’ cross-boundary nature brought academic staff, students, public together to learn together.
Participants were formal and informal learners from different cultures. This diversity enriched their
collaborative open learning experience and made learning more interesting to them.
6.2.1 Anyhelp (facilitator and peer support)
The facilitator support was vital for collaborative open learning, to help build group relationships and
resolve technological and course issues and build peer-support capacity. The non-directive facilitator and
the facilitator as co-learner was most welcome by participants.
6.1.2 Anywhere (online, offline and mobile)
Participants engaged online and offline in collaborative open learning activities and the course. They also
used their mobile devices to connect with course activities. The offline dimension of engagement was
especially relevant for ‘selective’ collaborators and provides insights that open learning does not exclusive
happen online.
6.2.2 Anyhow (elasticity of the design)
The flexibility of the collaborative open learning design, using inquiry-based activities worked for
‘selective’ and ‘immersive’ collaborators, when this was agreed with participants and especially when the
focus of collaboration was the process.
6.1.3 Learners as community
Especially ‘immersive ‘ collaborators were
seeking to be part of a community. They
cultivated social relationships. Synchronous
social media video technologies helped them
in this process. The cross-boundary nature of
the groups was especially attractive to
participants and generated increased interest
for each other.
6.2.3 Course as community
Participants saw the course as a community
that continued beyond the pre-defined
timeframe. The cross-institutional and cross-
boundary dimensions of the courses, that also
brought together formal and informal learning
using social media, presents a new academic
development approach that is a continuum.
Community featuring in the framework…
24. “When I was entering my email, I had lots and lots of emails, that informed
me for example, a member of the community posted this, or commented my
post, or my thought, or in my portfolio. And that was a little bit, that caused
me a little bit upset, because I felt that I had to keep up with the rest of the
activities and the interactions, and I was saying ‘Oh, I have to get in the
community’, and 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.
But, there was an option in Google plus where I could de-activate those
notifications, but I didn’t want to do that. I, I think that I would lose my
feedback, the flow of the information and thoughts. Something that I didn't
want to do so. […]
For example, if I had seen someone commenting on my post, and I was
available at that time, I could go to the community, comment 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
Learners as community, online dimension (Nerantzi, 2017)
25. “I find the learning, the thinking of different ideas, hearing how other
people had dealt with it really useful. And 'cos we were from such
different backgrounds, that's quite useful. […]
So as a higher education lecturer, I have certain assumptions and
sometimes you need to sort of like, step back from those and that's
where having those people from different experiences is useful.
Because you're, thinking more, you're not just using your HE,
assumptions, you're thinking "actually that might work in my
situation, I'd never thought of that." And I've had a go at some of the
things, you know that, some of the things we talked about, some of
them work - some of them don't. Some of them you think "oh, that's
not actually for me", so I think it is useful, and I would worry, if we'd
all been HE lecturers I wonder whether it would have been the same
experience. That we wouldn't all just gone, "Oh that doesn't work!"
Participant F2
Learners as community, online dimension, diverse professional
contexts (Nerantzi, 2017)
26. “When I found online communities in the past a lot more useful for me
before I started this job, so the job I had before this when I was one of only
two librarians and the other librarian was my boss and she was a lot older
and worked two days a week, so I was the only librarian really so I didn't
have anyone to bounce off ideas from, so I spent a lot of time online and
built up a really good network, which I think is what the Google community
was trying to do.
But now in my new job at the university the team is really well established,
they're very supportive, there are a lot of us and we've all got different
backgrounds and so I've kind of let the online side slip a bit because my
needs are being fulfilled by my work colleagues really.” Participant C7
Learners as community, offline dimension (Nerantzi, 2017)
27. “The course has been a crucial eye-opener for me, in relation to my experience
with FDOL, and it relates to the way in which, it's being run across multiple
institutions.
Because, for me, there's a big risk with open learning, that if it comes badged by
a single institution, that educational developers, academic developers are
automatically inclined to be resistant to advocating that for colleagues in their
own institution. For fear of it actually, either undermining or, worse still making
them redundant. And that's not to say that those courses wouldn't be excellent for
those colleagues in that institution.
So, the differences with this course is that there's been an attempt to diffuse that
problem, by having it facilitated by colleagues in more than one institution, and
then when you look at the PBL facilitators furthermore, even more institutions
again, so leaving it open for the instruction of the course, the delivery of it to be
facilitated by multiple institutions effectively. And I think that erodes that problem
of feeling as though it belongs to another competitor. And that we would be
offering it. So there's something really nice about that. But it's more than open
learning, it's about open practice as well. It's about making sure that the model of
the course can accommodate, and invites facilitation from others in other
institutions.” Participant F5
Course as community (Nerantzi, 2017)
28. STARTER
Explore professional development of HE teachers
MAIN COURSE
Discuss key findings from a phenomenographic study about the collaborative
open learning experience and the role community played
DESSERT
Design alternative professional development provision based on an open
community approach
http://www.publicdomainpictures.net/pictures/160000/velka/chalkboard-menu.jpg
29. BYOD4L site 17
Dec 17
LTHEchat site
17 Dec 17
FDOL site
18 Dec 17
What does this tell us?
https://lthechat.com/
https://byod4learning.wordpress.com/
https://fdol.wordpress.com/
31. Towards a new model to practise academic development in
HE? (based on Nerantzi, 2017; Nerantzi & Gossman, 2015;
Nerantzi & Gossman, submitted)
cross-boundary community
Qualifications
(PgCert, MA)
Professional
recognition
Informal CPD
(workshops,
conferences,
webinars,
tweetchats
etc.)
scaffold provided by a cross-boundary open learning framework
33. What fuels pedagogic innovation?
(Nerantzi & Thomas, to be submitted)
The HE practitioner is driven by the desire
to make a positive impact on students’ learning
35. References
Akkerman, S. F. & Bakker, A. (2011) Boundary Crossing and Boundary Objects. Review of Educational
Research. June 2011, 81 (2). pp. 132–169.
Algers, A. (2016) OEP as boundary practices – how academy and society can inform each other. ExplOER
project webinar. Accessed from
https://connect.sunet.se/p4gxj96aglg/?launcher=false&fcsContent=true&pbMode=normal
Crawford, K. (2009) Continuing professional development in higher education: Voices from below. University
of Lincoln. [EdD thesis]. Accessed from http://eprints.lincoln.ac.uk/2146/1/Crawford-Ed%28D%29Thesis-
CPDinHE-FINAL%28Sept09%29.pdf
Hawkins, P. & Smith, N. (2013) Coaching, mentoring and organizational consultancy. Supervision, skills &
development, 2nd edition, Maidenhead: Open University Press.
Marton, F. (1981) Phenomenography – describing conceptions of the world around us. Instructional science,
10 (2), pp.177-200.
Nerantzi, C. (2017) Towards a cross-boundary collaborative open learning framework in cross-institutional
academic development, PhD thesis, Edinburgh: Edinburgh Napier University. Accessed from
https://www.napier.ac.uk/research-and-innovation/research-search/outputs/towards-a-framework-for-
cross-boundary-collaborative-open-learning-for
Nerantzi, C. & Gossman, P. (2015) Towards collaboration as learning. An evaluation of an open CPD
opportunity for HE teachers, in: Research in Learning Technology Journal, 23. Accessed from
http://www.researchinlearningtechnology.net/index.php/rlt/article/view/26967
Nerantzi, C. & Gossman, P. (submitted, Feb18) Cross-boundary communities, an alternative vision for
academic development, Compass Journal, London: University of Greenwich, in February 2018,
https://journals.gre.ac.uk/index.php/compass
Nerantzi, C. & Thomas, B. E. (to be submitted soon) Who is ‘the idiot who goes first’ or what fuels pedagogic
innovation
Stake, R.E. (1995) The art of case study research. Thousand Oaks: Sage.
36. Overview
The Global OER Graduate Network
Doctoral students: 58; Alumni: 15>>> Join us!
http://go-gn.net/