invited contribution to HEA funded even during Open Education Week at the University of Sussex

1. 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

2. The plan
• Where are we now?
• 3 examples from practice
– FDOL
– FLEX
– BYOD4L
• Considering opening-up

3. Where are we now?
Open Education Event, 11 March 2014, University of Sussex

4. 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

5. higher education everyday
analog digital
tethered mobile
isolated connected
generic personal
consumers creators
closed open
(Wiley & Hilton, 2009, online).

6. How about a
map for non-
MOOC open
educational
offers?
http://openeducationeuropa.eu/en/european_scoreboard_moocs

7. Example 1: FDOL132
Open Education Event, 11 March 2014, University of Sussex

8. Case
study 1
(PhD
project)
Lars Uhlin
Educational Developer
KarolinskaInstitutet,
Sweden
Chrissi Nerantzi
AcademicDeveloper
Manchester
MetropolitanUniversity,
UK

9. • 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

10. Collaborative learning in FDOL132

11. 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)

12. • 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

13. 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%

14. 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%

15. 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%

16. a big wave
http://users.atw.hu/aranykor/kepek/termeszet/3/nkep/hullam.jpg

17. Ahh. Panic. Panic. frustrated, confused, overwhelmed
http://fc08.deviantart.net/fs71/f/2012/099/b/f/crazy_chick_by_billiejett-d4viqcr.jpg

18. chaos
http://farm4.staticflickr.com/3363/3199296759_ddd80115e5_o.jpg

19. it all hits you at once
http://upload.wikimedia.org/wikipedia/commons/3/31/AC-130A_pylon_turn.jpg

20. [laughter]
http://farm3.staticflickr.com/2453/3599597595_4542f11554_o.jpg

21. 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

22. Example 2: FLEX
Open Education Event, 11 March 2014, University of Sussex

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

24. FLEX
Academic
Portfolio
Teaching &
Research
Qualifications
Promotion
Professional
Recognition

25. 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

26. 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

27. 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

28. 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

29. FLEX example route 1openpoolofCPDopportunities
FLEXunit(15creditsatLevel7)
unitassessment(UKPSF,SLTAS,RKE)
FLEXactivities
academicportfolio

30. FLEX example route 2aopenpoolofCPDopportunities
FLEXlight
FLEXDunit(15creditsatLevel7)
CPDrequirements(UKPSF,
SLTA,RKE)
unitassessment(UKPSF,SLTA,RKE)
FlEXactivities
academicportfolio

31. 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)

32. • 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/

33. • 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

34. 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

35. FLEX light

36. Example 3: BYOD4L
Open Education Event, 11 March 2014, University of Sussex

37. BYOD4L
Chrissi Nerantzi
Academic Developer
Manchester Metropolitan University
@chrissinerantzi
Sue Beckingham
Academic Developer
Sheffield Hallam University
@suebecks

38. 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
Learningevent #3
MELSIG Book
project

39. openbadgesforparticipants&facilitators
David Hopkins
BYOD4L badges lead
Learning Technologist
University of Leicester
@hopikinsdavid

40. The BYOD4L
team
organisers 2
facilitators 11
open badges lead 1
badges reviewer 1
critical friend 1
learning analytics 1

41. BYOD4L communities
location
https://plus.google.com/communities
/115166756393440336480?partnerid
=gplp0
location
https://www.f
acebook.com/
groups/13852
72118361805
/
Chrissi &
Sue
Twitter DM

42. #BYOD4Lchat
Join me on Twitter every day
8-9pm UK time.
Remember to use the hashtag. ;)
“Fantastically
chaotic”

43. extending BYOD4L through local engagement

44. extending BYOD4L through local engagement
source: http://michaelbromby.wordpress.com/2014/01/31/creation-fifth-and-final-topic-for-
the-byod4l-mooc/

45. BYOD4L answer garden
1 February 14 http://answergarden.ch/view/80135

46. “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.”

47. Daily TweetChat #BYOD4Lchat 8-9pm
Tweets were captured using Storify http://storify.com/melsiguk#stories

48. Important message?

49. • 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?

50. Considering opening-up
Open Education Event, 11 March 2014, University of Sussex
an activity

51. “Content is not education,
interaction is!”
Darco Jansen

52. Browne Report (2010) Securing a sustainable future for higher education, Department for Employmentand Learning, availableat
http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report-student-fees.htm[accessed 1 November 2013]
Gibbs, G. (2013) Reflectionson the changing nature of educational development. InternationalJournal for Academic Development, V. 18, Number 1, March 2013,
pp. 4-14.
Gibbs, G. (2012) Implicationsof ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy, availableat
http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/HEA_Dimensions_of_Quality_2.pdf
Gibbs, G. (2010) Dimensionsof 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]
EuropeanCommission (2013) High Level Group on the Modernisationof Higher Education. Report to the European Commission on Improvingthe quality of
teaching and learningin 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) Phenomenographyas a Research Approach, Husen, T. and Postlethwaite,N. (2nd ed) The International Encyclopediaof Education, Vol. 8,
Pergamon,pp. 4424-4429, availableathttp://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, collaborationand
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.
EuropeanCommission Joint Research Centre Institute for ProspectiveTechnologicalStudies EUR 24960 EN Luxembourg: PublicationsOffice 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, availableat
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 DisaggregatedFuture 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

53. 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

54. #OER14 join us!
http://oer14.org/

55. 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