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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
enn
ess
in E
du
cati
on
(O
pen
Ed
uca
tio
n W
eek)
rep
urp
osi
ng
an e
xist
ing
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]