open practitioner, examples by Chrissi Nerantzi

  • View
    135

  • Download
    3

Embed Size (px)

DESCRIPTION

 

Transcript

  • 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 & Kvarnstrm (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 Completionrate based on the whole cohort insufficient information insufficient information insufficient information Completionrate 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 FLEXschemeandFLEXunits
  • 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 QualificationsPromotion 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 OpennessinEducation(OpenEducationWeek)repurposinganexistingOER
  • 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]