adventures outside MOOCland contribution for the QAA MOOC network workshop 17 July 14, by Chrissi Nerantzi

Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi

https://www.flickr.com/photos/chrissinerantzi/7988211847/sizes/l

http://www.timeshighereducation.co.uk/news/reputations-at-risk-as-platforms-fail-to-screen-moocs/2014381.article

10 July 2014

Open educational practices beyond MOOCland? They do exist. But why do we

seem to ignore them?

“Bigger is better!” Is it really?

“Size matters!” If it does, what do we do about it?

One size doesn’t fit all! Remember?

deb

atin

g

Wel

com

e to

MO

OC

lan

d!

... going that way...

“Content is not education, interaction is!”

Darco Jansen

(Redecker, et al 2011, 43)

The future of learning: preparing for change: “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ (Redecker, et al 2011, 9)

Academic Development

Initial Development

Teaching Qualification

HE

CPD

Prof. Recognition

Supporting indiv/teams

Rewarding Excellent Teaching

Pedagogical Research

Policy/Strategy dev L&T

con

text

Academic Developer

expert change agent

co-learner co-

researcher

acad

emic

dev

elo

per

’s r

ole

is c

han

gin

g

“Don’t replace one mono-culture with another”

Weller (2014, online)

open CPD

online resources

FLEX (cc)

BYOD4L (cc)

FDOL (cc)

Openness in Education

(cc)

TLC (cc)

Assessment in HE

open access pedagogic research

op

en C

PD

off

ered

at

MM

U

open CPD: How we are dealing with quality...

• design -in open pathways to approved HE provision • approved shell units to formalise informal practice-

based open CPD and gain academic credits • peer review open provision internally/externally • carry out ongoing evaluative collaborative

pedagogical research on learners’ & facilitators’ experience & approach/features used for further enhancement, dissemination

• facilitate collaboratively, ongoing open peer review process during facilitation

• learning analytics

quality assured & enhanced through peer review at all stages

examples of open CPD that follow

• open course Flexible, Distance and Online Learning (FDOL) fdol.wordpress.com

• FLEX, open CPD programme http://www.celt.mmu.ac.uk/flex/

• Bring your own devices for learning (BYOD4L), http://byod4learning.wordpress.com/

• Openness in Education (facilitated version of available OER), http://northwestoer.org/introduction-to-openness-in-education/

• Assessment in Higher Education, http://aheo14.wordpress.com

• PgCert in Learning and Teaching in HE with open pathways (under development)

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

approved PGCAP module since July 2011

designed as open collaborative module

FDOL131 - FDOL132 - FDOL141

2013, 2014

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)

Case study 1

(PhD project)

Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK

Lars Uhlin Educational Developer Karolinska Institutet, Sweden

Findings: initial survey

19 participants in study 17 completed 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 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%

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 motivations!

“I wasn't prepared to do it on my own because I didn't have a reason to do it. I like the, um, 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

Group work: Data from phenomenographic interviews confirmed, that working in groups, influenced significantly engagement, motivation and learning despite the challenges experienced.

• Collaboration in groups – Synchronous communication made it real for some (others find it a challenge) – Learners felt part of a community – Organisational, technology challenges at the start – Time challenges throughout (synchronous meetings helped some, others not) – Valued learning with and from peers – Contributing to group and peer feedback seen as valuable – Intellectual challenge – Assessment obstructed from group work, too much focus on output/reflection – Quality of output considered good, acceptable, poor – Group size, small worked best (3-4, pairing suggested) – Experiencing group work as a student valuable – Facilitator support was valued – Extending learning opportunities offline in local communities

Group related data Preliminary thematic analysis

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

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

FLEX

sch

eme

and

FLE

X u

nit

s

FLEX

Academic Portfolio

Teaching & Research

Formal pathway

Informal pathways

Qualifications Promotion

Professional Recognition

Open badges (Hollings

pilot)

FLEX

sch

eme

at M

MU

Teaching and Learning

Conversations webinar series to share innovative practices

BYOD4L: Bring Your Own Devices for Learning: open course, 5 days block delivery, open badges, formal pathway, teachers and studentsilitators January 2014: distributed facilitators July 2015: 5 institutions joined

Chris Rowell

Chrissi Nerantzi

Panos

Vlachopoulos

Ellie Livermore

Sue Beckingham

Kathryn Jensen

Alex Spiers

David Hopkins

Andrew Middleton

David Walker

Neil Withnell

Ola Aiyegbayo

5Cs Connect Communicate

Curate Collaborate

Create

(Nerantzi & Beckingham, 2014)

using authentic stories

student stories teacher stories

Categorisation of learning ecologies and their educational contexts. (OER – Open Educational Resources, OEP - Open Educational

Practices). Source: Jackson (2013)

extending BYOD4L through F2F local engagement

recognising informal learning

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

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

week.php

Launch of the North-West OER Network

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OER

open-up: Assessment in HE module

• Unit since 2008 (face-to-face> blended> online (2014)

• Online: 6 weeks • Weekly activities

(discussion, webinar, tweetchat)

• Open: To make available to external colleagues

• Challenges: Engagement

led by: Dr Rachel Forsyth, MMU, Dr Rod Cullen, MMU, Dr Anne Jones, Queens’ University Belfast

http://aheo14.wordpress.com

LTHE (30

credits)

FLEX (30

credits)

PgCert in Higher Education with open pathway

• collaborative partners and international • promoting an ethos of borderless cooperation and collaboration • inquiry -and practice-based design • blending institutional technologies with social media

open badges

credit route

open CPD

FLEX [pathway]

Useful reminder?

Computer –supported collaborative learning (CSCL) developed in the 90s • Content = resources for learning and can only be effective within a

motivational and interactive context. • The Teacher effort per student is increased significantly in online

settings if compared with a face-to-face classroom. Interactions are ongoing to create and sustain social presence and community.

• Developing collaborative learning and peer-to-peer interactions require time and effort, careful planning and a pedagogical design that enables this. Support is ongoing.

• Learning activities are organised in a variety of settings, not all of them are online. Technologies are also used in face-to-face synchronous and asynchronous interactions.

(Stahl et al. 2006, 410)

Opportunities...

• introduce integrated open pathways based on a rationale (and clear purpose)

• find ways to recognise & formalise informal learning

• collaborate with colleagues in own and other institutions

• create rich and collaborative learning/development opportunities

• share, release resources/practices as open educational resource (OER), use/repurpose OER!

• start small

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 (i2014) 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, pp. 42-58.

• 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

• Stahl, G., Koschmann, T. & Suthers, D. (2006) Computer-supported collaborative learning: An historical perspective. In: Sawyer, R. K. (ed.) Cambridge handbook of the learning sciences, Cambridge: UK: Cambridge University Press, pp. 409-426, available at http://gerrystahl.net/cscl/CSCL_English.htm [accessed 16 July 2014]

• 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]

adventures outside MOOCland contribution for the QAA MOOC network workshop 17 July 14, by Chrissi Nerantzi

Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi

https://www.flickr.com/photos/chrissinerantzi/7988211847/sizes/l