Upload
chrissi-nerantzi
View
6.747
Download
0
Tags:
Embed Size (px)
DESCRIPTION
invited contribution to HEA funded even during Open Education Week at the University of Sussex
Citation preview
About chaos, the big wave, confusion
and overcoming loneliness in Openland
Chrissi Nerantzi Academic Developer
Manchester Metropolitan
University, UK
@chrissinerantzi
Open Education Event, 11 March 2014, University of Sussex
The plan
• Where are we now?
• 3 examples from practice
– FDOL
– FLEX
– BYOD4L
• Considering opening-up
Where are we now?
Open Education Event, 11 March 2014, University of Sussex
Context Gibbs (2013) Academic Development to lead innovation and influence change
Browne Report (2010) Teaching qualification for all staff teaching in HE
Redecker et al. (2011) holistic changes are needed to transform education more generally to foster personalisation, collaboration but also informalisation as these are features of learning in the future.
UK Quality Code (2012) and European Commission (2013) Initial and ongoing Development of Teachers essential
Gibbs (2010, 2012) ; Parsons et al (2012) Impact of teaching qualifications on practice
Wiley (2006) a shift towards ‘openness’ in academic practice as not only a positive trend, but a necessary one in order to ensure transparency, collaboration and continued innovation
European Commission (2013) Teacher Development programmes to use open and joined up approaches that foster collaborative learning
Ryan & Tilbury (2013) Flexible pedagogies to be modelled in Academic Development provision
higher education everyday
analog digital
tethered mobile
isolated connected
generic personal
consumers creators
closed open
(Wiley & Hilton, 2009, online).
How about a map for non-MOOC open educational
offers?
http://openeducationeuropa.eu/en/european_scoreboard_moocs
Example 1: FDOL132
Open Education Event, 11 March 2014, University of Sussex
Case study 1
(PhD project)
Lars Uhlin Educational Developer Karolinska Institutet, Sweden
Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK
• Open cross-disciplinary professional development course for teachers in HE • Developed and organised by Academic Developers in the UK and Sweden • Developed using freely available social media • Offered from September – December 2013 • Pedagogical design: simplified Problem-Based Learning
NUmbers • Registered: 107 • FDOL132 community in G+ until now: 72 • Signed up for PBL groups: 31 • PBL groups: initially 8-9 in each x 4 > then 3 (group 2: 6, / group 3: 5 / group 4: 6) • PBL facilitators: 4 • Participants in webinars: 10-25 • Participants who completed: 13 (14%) all from groups (31 in groups then 42%)
•Countries • UK - 66 • Sweden – 17 • Canada – 4 • Ireland – 2 • also participants from: Hongkong, Argentina, Greenland, Switzerland,
New Zeeland, Slovenia, Belgium, New Zealand, Norway
FDOL132
Collaborative learning in FDOL132
Step 1: Focus What do we see? How do we understand what we see? What do we need to find out more about? Specify learning issues/intended learning outcomes
Step 2: Investigate How and where are we/am I going to find answers? Who will do what and by when? What main findings and solutions do we/I propose?
Step 3: Share How are we going to present our findings within the group? What do we want to share with the FDOL community? How can we provide feedback to another group? What reflections do I have about my learning and our group work?
FISh a simplified PBL model
Nerantzi & Uhlin (2012)
• Preliminary findings of PhD research project
• Phenomenography (Marton, 1981)
– Main data collection individual interviews
– Complementary data via survey instruments (initial and final)
• Mixed-cased approach (Stake, 1995)
– Case study: FDOL132 (19 participating in study)
Methodology & Method
Findings: initial survey
17 completed the survey Countries: UK 37%, Sweden 37%, other 26%
Age range: 35-54 82% Gender: 35% male, 65% female Qualifications: 53% Doctoral qualification, 35% Postgraduate qualification, 12% undergraduate qualification
•All employed ( 88% HE and 12%Public Sector) •Participated in online courses before 88 % •Participated in an open online course before 47%
Learning values to be an open learner To connect with others To collaborate To be supported by a facilitator Application to practice
Prior experience Working in groups 77% Problem-Based Learning 30% Online collaboration 38% Social media in a professional capacity 50%
Findings: final survey
Final survey: 11 completed the survey Mode of participation
Group member 91% Autonomous learner 9%
Study hours per week 55% 3 h, 27% 5h, 18% over 5
Main reason for not participating in a specific aspect of the course: TIME
Learning values •Structured course •Variety of synchronous & asynchronous engagement opportunities •Flexibility •Resources •Communication •Feedback from facilitators, peer and others •Recognition for study •Group work > participation was often a struggle
Personal Learning goals achieved 100% Learning goals
•Technologies for learning •Problem-based Learning •Learning in groups •Open learning •Open course design
Facilitation (satisfaction) Support 100% Participation in online discussions 100% Provision of regular feedback 64%
Preliminary observations features important for learning before and after (using survey instruments)
what participants valued for their learning
initial survey final survey
group work 100% 74%
feedback 61% 97%
recognition for study 47% 94%
independent study 100% 100%
facilitator support 100% 100%
a big wave
http://users.atw.hu/aranykor/kepek/termeszet/3/nkep/hullam.jpg
Ahh. Panic. Panic. frustrated, confused, overwhelmed
http://fc08.deviantart.net/fs71/f/2012/099/b/f/crazy_chick_by_billiejett-d4viqcr.jpg
chaos
http://farm4.staticflickr.com/3363/3199296759_ddd80115e5_o.jpg
it all hits you at once
http://upload.wikimedia.org/wikipedia/commons/3/31/AC-130A_pylon_turn.jpg
[laughter]
http://farm3.staticflickr.com/2453/3599597595_4542f11554_o.jpg
interviews voices preliminary findings
•Motivations: to be a student, CPD, PBL, TEL to enhance own practice •Overwhelmed at the start •Valued group work but found very challenging – learning in a microcosmos made experience personal •Valued working with colleagues from different disciplines/countries – language barriers, different levels of commitment, time •Smaller groups worked better, learning from and with others valued •Time was a massive challenge •Seeing the other person made collaboration real (hangouts, webinars – also a challenge to participate) •Individuals working towards credits more motivated, but also seemed to motivate other group members •Tensions for learners working towards credits: assessment tasks separated from group tasks. Course assessment was prioritised. This meant less time for group work. Quality of output perceived as poor. Too much focus on output. •Active participation, facilitators’ presence and active engagement and interaction with individuals made a difference •Valuable and positive experience overall, learning and development, examples of application to practice
Example 2: FLEX
Open Education Event, 11 March 2014, University of Sussex
http://www.celt.mmu.ac.uk/flex
FLEX
Academic Portfolio
Teaching & Research
Qualifications
Promotion
Professional Recognition
What is FLEX • an opportunity to engage in CPD for teaching tailored to own priorities and aspirations
• pick ‘n’ mix CPD activities per academic year
• capture development in your academic portfolio
• gain academic credits for CPD
academic portfolio
• a personal and collaborative learning and development space • developing reflective skills and habits • capturing the development process, experiences and the journey as it
unfolds using a variety of media • connecting with others and building professional learning networks
indicative open pool of learning and teaching themes
planning a session flexible learning formative assessment
supporting students in the classroom
supporting students outside the classroom
using stories
large group teaching
collaborative learning
summative assessment
tutorials developing digital literacies
using LEGO(R) Serious(R) Play
small group teaching
creating learning communities
assessment as learning
dialogic feedback inclusive learning and teaching
using audio to develop reflection
flipped classroom social media for learning
portfolios for learning
using the Socratic dialogue
game-based learning
using video in the classroom
supporting students
using the VLE creatively
inclusive assessment
group assessment problem-based learning
work-based learning
blended learning using smart devices for learning and teaching
peer assessment self-assessment project-based learning
learning through making
FLEX activities
observation of teaching/ microteach
presenting at a/an conference/event
participating in a webinar
participating in an open course
carry out evaluation of teaching activity
participating in an internal workshop
attending a conference/event
leading a webinar leading an open course
co-facilitating an open course
co-facilitating workshop
pedagogical research participating in an external workshop
using self-study resources
networking
mentoring coaching creating resources for students
professional discussion with colleagues
(funded) project
participating in a project
leading a project participating in a short course
leading a short course creating resources for staff development
curriculum development activity
curriculum enhancement activity
reflection on practice team-teaching evaluating a student survey
discipline specific pedagogic activity
generic pedagogic research
peer review listening event creating/adapting open educational resources
FLEX example route 1 o
pen
po
ol o
f C
PD
op
po
rtu
nit
ies
FLEX
un
it (
15
cre
dit
s at
Lev
el 7
)
un
it a
sses
smen
t (U
K P
SF, S
LTA
S, R
KE)
FLEX
act
ivit
ies
acad
emic
po
rtfo
lio
FLEX example route 2a o
pen
po
ol o
f C
PD
op
po
rtu
nit
ies
FLEX
ligh
t
FLEX
D u
nit
(1
5 c
red
its
at L
evel
7)
CP
D r
equ
irem
ents
(U
K P
SF,
SLTA
, RK
E)
un
it a
sses
smen
t (U
K P
SF, S
LTA
, RK
E)
FlEX
act
ivit
ies
acad
emic
po
rtfo
lio
FLEX activity
open pool of CPD opportunities
academic portfolio
brief description of FLEX activity
critical reflection and development points
value for practice/impact on practice & evidence
FLEX unit (15 credits at Level 7)
CPD requirements (UK PSF, SLTA, RKE) FLEX light
unit assessment (UK PSF, SLTA, RKE)
• monthly gatherings around the university to share creative and innovative practice, experiment with learning & teaching ideas
• cross-disciplinary fertilisation
• explore opportunities for wider engagement and dissemination
• infect others
The Greenhouse
with and for staff
and students
Creativity in Development, project led by Prof. Norman Jackson
http://www.creativityindevelopment.co.uk/
• share and discuss learning and teaching with colleagues
• share CPD opportunities and resources with the wider community
• identify critical friends and collaborators beyond own discipline and/or institution
• explore opportunities for joined-up pedagogical research
• identify opportunities for informal collaborations among programmes and students from different disciplines/institutions
online FLEX community
Teaching and Learning Conversations
participating institutions
webinar series to share innovative practices and find out what colleagues
are doing in other institutions
with and for staff
and students
FLEX light
Example 3: BYOD4L
Open Education Event, 11 March 2014, University of Sussex
BYOD4L
Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi
Sue Beckingham Academic Developer
Sheffield Hallam University @suebecks
BYOD4L is... mobile
flexible
collaborative
authentic
autonomous
self-organised
self-determined
pick ‘n’ mix
supported
registration-free
for teachers & students
rewarding achievement
BYOD4Learning course
MELSIG Smart Learning event #3
MELSIG Book project
op
en b
adge
s fo
r p
arti
cip
ants
& f
acili
tato
rs
David Hopkins BYOD4L badges lead Learning Technologist University of Leicester @hopikinsdavid
The BYOD4L team
organisers 2 facilitators 11
open badges lead 1 badges reviewer 1
critical friend 1 learning analytics 1
BYOD4L communities
location https://plus.google.com/communities/115166756393440336480?partnerid=gplp0
location https://www.facebook.com/groups/1385272118361805/
Chrissi & Sue
Twitter DM
#BYOD4Lchat Join me on Twitter every day
8-9pm UK time. Remember to use the hashtag. ;)
“Fantastically chaotic”
extending BYOD4L through local engagement
extending BYOD4L through local engagement
source: http://michaelbromby.wordpress.com/2014/01/31/creation-fifth-and-final-topic-for-the-byod4l-mooc/
BYOD4L answer garden
1 February 14 http://answergarden.ch/view/80135
“opening fully to new possibilities”
“Starting to see light”
“Sorry I couldn’t be there last night. Here is my creativity and my question shower as learner.”
Daily TweetChat #BYOD4Lchat 8-9pm Tweets were captured using Storify http://storify.com/melsiguk#stories
Important message?
• FDOL141 currently offered (shorter course, facilitator’s role defined, emphasising on support/feedback, more facilitators, different group formation strategy, streamlining activities)
• writing up FDOL131, FDOL132, FDOL141 journey
• Ideas for new open cross-institutional course emerging in post FDOL141 era using open badges for recognition of learning > using a playful pedagogical design
• BYOD4L paper around the conceptual framework to be published
• planned: BYOD4L research into the facilitators’ experience
• FLEX collaborative HEA TDG application submitted with Sheffield Hallam University
• FLEX light pilot with an MMU Faculty using open badges (from September 14)
What next?
Considering opening-up
Open Education Event, 11 March 2014, University of Sussex
an activity
“Content is not education, interaction is!”
Darco Jansen
Browne Report (2010) Securing a sustainable future for higher education, Department for Employment and Learning, available at http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report-student-fees.htm [accessed 1 November 2013] Gibbs, G. (2013) Reflections on the changing nature of educational development. International Journal for Academic Development, V. 18, Number 1, March 2013,
pp. 4-14. Gibbs, G. (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy, available at
http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/HEA_Dimensions_of_Quality_2.pdf Gibbs, G. (2010) Dimensions of quality, York: The Higher Education Academy, available at
http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/Dimensions_of_Quality.pdf [accessed 8 November 2013] 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] Marton, F. (1994) Phenomenography as a Research Approach, Husen, T. and Postlethwaite, N. (2nd ed) The International Encyclopedia of Education, Vol. 8, Pergamon, pp. 4424-4429, available athttp://www.ped.gu.se/biorn/phgraph/civil/main/1res.appr.html [accessed 3 Jan 2014]. Wiley (2006) a shift towards ‘openness’ in academic practice as not only a positive trend, but a necessary one in order to ensure transparency, collaboration and
continued innovation 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] Ryan, A. & Tilbury, D. (2013) Flexible Pedagogies, new pedagogical ideas, York: HEA, available at ttp://www.heacademy.ac.uk/news/detail/2013/new_pedagogical_ideas [accessed 21 November 2013] Stake, R. E. (1995) The Art of Case Study Research. Thousand Oaks: Sage. The UK Quality Code for Higher Eduction (2012) Glouchester: Quality Assurance Agency, available at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-brief-guide.aspx [accessed 5 December 2013] Wiley, D. (2006) Open Source, Openness, and Higher Education, innovate, Oct/Nov, Volumne 3, issue 1, available at http://www.innovateonline.info/pdf/vol3_issue1/Open_Source,_Openness,_and_Higher_Education.pdf [accessed 20 February 2014] Wiley, D. and Hilton, J. (2009) Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education, in: International Review of Research in Open and Distance Learning, Volume 10, Number 5, 2009, pp. 1-16., available at http://www.irrodl.org/index.php/irrodl/article/view/768 [accessed 20 February 2014]
References
Join our open educational adventure 10-15 March 14
http://www.celt.mmu.ac.uk/flex/oer
week.php
Launch of the North-West OER Network
#OER14 join us! http://oer14.org/
About chaos, the big wave, confusion
and overcoming loneliness in Openland
Chrissi Nerantzi Academic Developer
Manchester Metropolitan
University, UK
@chrissinerantzi
Open Education Event, 11 March 2014, University of Sussex