10 July 2014, MMU

Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi

learner developer facilitator collaborator networker critical friend reviewer researcher playful experimenter practitioner

key: O2 = open and online

“Content is not education, interaction is!”

Darco Jansen

Learning is changing!

• open

• collaborative

• personalised

• informalised

(Redecker, et al 2011, 9)

open CPD

online resources

FLEX (cc)

BYOD4L (cc)

FDOL (cc)

FOS4ALL (cc)

Openness in

Education (cc)

TLC (cc)

Assessment in HE

open access pedagogic research

open course Flexible, Distance and Online Learning (FDOL) Chrissi Nerantzi & Lars Uhlin (course developers)

PGCAP module - 2011 approved

FDOL131 - FDOL132 - FDOL141 - 2013, 2014

FDOL132 and organisation

Nerantzi, Uhlin & Kvarnström (2013)

• 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 in groups : 31 (42% of participants learning in groups)

•Countries

• UK - 66

• Sweden – 17

• Canada – 4

• Ireland – 2

• also participants from: Hongkong, Argentina, Greenland, Switzerland, New Zeeland, Slovenia, Belgium, New Zealand, Norway

Nerantzi & Uhlin (2012)

FDOL131 > FDOL132> FDOL141

Course FDOL131 FDOL132 FDOL141

Course duration 11Feb – 7 May 13

12 weeks

12 Sep – 5 Dec 13

12 weeks

10 Feb - 23 March 14

6 weeks

Thematic units 6 7 6

Learners 80 107 86

Learners from the UK 42 65 38

Learners from Sweden 21 20 27

Learners from other countries 17 22 21

Groups 8>4 4>3 6>4

Learners in groups/% 64/80% 31/29% 27/32%

Facilitators 4>3 4 14>11 (in pairs/threes)

Learners per facilitator 27 36 7 or 14 (in pairs)

Learners that completed in groups 16 13 17

Completion rate based on the whole

cohort

insufficient information insufficient information insufficient information

Completion rate based on group

participation

25% 43% 63%

(Nerantzi, 2014, 55)

Key observations importance for 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%

Boosting motivation “I wasn't prepared to do it on my own because I didn't have a reason to do it. I like [...] the collaboration, even though it was frustrating, organizing the groups and expecting everybody to contribute. When we got together, the four of us, I liked the fact that I was learning from the others. And to be honest, this is the most useful course I ever have done because I'm learning from others.” participant F7

http://www.celt.mmu.ac.uk/flex

•practice-based open CPD •self-selected CPD activities •including open educational offers •formal and informal pathways •participating or leading

FLEX

sch

eme

and

FLE

X u

nit

s

FLEX 30 [pathways]

FLEX 15

FLEX

formal

informal

new: FOS4ALL

adapting for Hollings course

+++resources, conf etc.

badges

Teaching and Learning

Conversations webinar series to share innovative practices

FLEX

Academic Portfolio

Teaching & Research

Formal pathway

Informal pathway

Qualifications Promotion

Professional Recognition

Open badges (Hollings

pilot)

open course Bring Your Own Device For Learning Chrissi Nerantzi & Sue Beckingham

January 2014, July 2014 (5 institutions)

part of FLEX

5Cs Connect Communicate

Curate Collaborate

Create

(Nerantzi & Beckingham, 2014)

using authentic stories

student stories teacher stories

Reasons for joining #BYOD4L

0 10 20 30 40 50 60

sharing experiences, learning with and from others, networking

research interest

professional development for application

new ideas

interested in open course design used

interested in course themes

frequency

frequency

BYOD4L answer garden

1 February 14 http://answergarden.ch/view/80135

Join our open educational adventure 10-15 March 14

Repurposing OER!

http://www.celt.mmu.ac.uk/flex/oer

week.php

Launch of the North-West OER Network

Op

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(O

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rep

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OER

pedagogy is really important

• authentic

• collaborative

• enquiry-based

• discovery learning

• peer learning

• supportive facilitators as co-learners

References

• Gauntlett, D. (2011) Making is connecting. The social meaning of creativity, from DIY and knitting to YouTube and Web2.0, Cambridge: Polity Press.

• Jackson, N. J. (2013) The Concept of Learning Ecologies in N Jackson and G B Cooper (Eds) Lifewide Learning, Education and Personal Development E-Book. Chapter A5 available at http://www.lifewideebook.co.uk/uploads/1/0/8/4/10842717/chapter_a5.pdf [accessed 9 February 2014]

• Nerantzi, C (2014) A personal journey of discoveries through a DIY open course development for professional development of teachers in Higher Education (invited paper),Journal of Pedagogic Development, University of Bedfordshire, Volume 4, Issue 2, pp. 42-58 http://www.beds.ac.uk/jpd

• Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S. & Hoogveld, B. (2011): The

Future of Learning: Preparing for Change, JRC Scientific and Technical Reports: European Commission, Institute for Prospective Technological Studies, available at http://ftp.jrc.es/EURdoc/JRC66836.pdf

• Weller, M. (2014) The Battle for Open Webinar, The Ed Techie, 21 March 2014, available at http://nogoodreason.typepad.co.uk/ [accessed 22 March 2014]

• Zourou, K. (2013) Open Education: multilingual, user driven and glocalised, in: European Commission (2013) Open Education 2030 JRC-IPTS Call for Vision Papers. Part 1: Lifelong Learning, pp. 33-37, available at https://drive.google.com/folderview?id=0B-cuW9MpLUC4YTB6MUpnTktBbU0&usp=sharing [accessed 23 March 2014]