towards cross-institutional open learning

an example from Academic Development

Chrissi NerantziAcademic Developer

@chrissinerantzi

Sheffield Hallam University23 March 2012, Sheffield

bringing together

“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.” (Wiley, 2006, online)

Networked learning is an active enabler for social learning (Siemens, 2011)

Problem-Based Learning (PBL) enables active, collaborative and peer learning based on ill-structured or authentic scenarios and scaffold enquiry (Savin-Baden 2003; Hmelo-Silver et al. 2009).

hypothesis

Can PBL be used and how within PgCert provisions to provide opportunities to connect, communicate and collaborate in a community of practice beyond institutional walls? Focus: Online cross-institutional collaborative learning

the online trial

blog

wikis

web-based ‘calling’

structure

Computer-Supported Intentional Learning EnvironmentsCSILE (Scardamalia and Bereiter 1994)

Computer-mediated collaborative problem-based learning (CMCPBL) (Savin-Baden 2003) e-tivities (Salmon 2004)

Mills (2006) 5 stage-model

findings linked to online cross-institutional collaboration

discussion• value cross-institutional practices

• networked learning and the creation of broader communities of practice (Wenger et al, 2011)

• online PBL enabler for collaborative learning

• decentralised but supported delivery models

• pick ‘n’ mix technologies and learning spaces

towards cross-institutional programmes

Using existing resources and expertise more effectively through sharing and exchange with other institutions.

Utilising freely available social media tools and technologies, accessible to or owned by learners, enabling enhanced connectivity, thereby increasing buy-in.

Adapting and creating resources collaboratively, preferable as OER and sharing with other learning communities.

Developing and delivering sessions, modules and

programmes in collaboration and partnership, thus enriching institutional offers.

Providing learners the opportunity to connect with other learners beyond module and programme level and become active members of more open learning communities.

Using opportunities for collaboration and shared pedagogical and subject-specific research and scholarly activities to raise standards of teaching and create good relationships among institutions, transforming competitiveness into cooperation –aiming for a common good.

immediate impact

• CPD for academic developers involved

• development of blended Assessment and Feedback for Learning module based on PBL

• Idea born to co-create a fully online and open cross-institutional module with a Swedish partner

• Carry out research to develop a flexible PBL framework for open courses

• TESS programme development based on experiential, social and authentic Problem-Based Learning

http://virtual-doc.salford.ac.uk/tess/

Teaching Essentials (TESS) programmeopen access programme – looking for a partner

elsewhere?• 2008 MOOCs Canada and US

– learning in Networks (Steven Downes, George Siemens)

• MIT• Stanford• 2012 MOOC Oxford Brookes

coming soon (announced in Feb 12)

• OER modules: University of Wolverhampton, University of Lincoln

our answer

• from competition to collaboration• from open to open and cross-institutional• shared development• assessment tailored to institutional

requirements• shared facilitation• peer learning and support

references• Hmelo-Silver, C. E., Derry, S. J., Bitterman, A. and Hatrak, N. (2009) Targeting Transfer in a STELLAR PBL Course for Pre-service Teachers, The

Interdisciplinary Journal of Problem-based Learning, Volume 3, No. 2, Fall, pp. 24-42.

• Marton, F. (1994) “Phenomenography as a Research Approach”, Husen, T. and Postlethwaite, N. (2nd ed) The International Encyclopedia of Education, Vol. 8, Pergamon, pp. 4424-4429, available athttp://www.ped.gu.se/biorn/phgraph/civil/main/1res.appr.html [accessed 7 Feb 2012].

• Mills, D (2006) Problem-based learning: An overview, available at http://www.csap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 [accessed 5 Feb 2012]

• Savin-Baden, M (2003) Facilitating Problem-Based Learning, Illuminating Perspective, Maidenhead: SRHE and Open University Press.

• Scardamalia, M. and Bereiter, C. (1994) ‘Computer support for knowledge-building communities’ in The Journal of Learning Sciences, 3(3), 256-283.

• Siemens, G. (2011) Moving beyond self-directed learning: Network-directed learning, 1 May, available at http://www.connectivism.ca/?p=307 [accessed 27 Jan 2012]

• Wenger, E., Trayer, B. and de Laat, M. (2011) Promoting and assessing value creation in communities and networks: a conceptual framework, Rapport 18, Ruud de Moor Centrum, Open Universiteit, available at http://www.social-learning-strategies.com/documents/Wenger_Trayner_DeLaat_Value_creation.pdf [accessed 3 Feb 2012]

• 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 28 Jan 2012]

towards cross-institutional open learning using PBLan example from Academic DevelopmentChrissi Nerantzi, Academic Developer, University of Salford

In this session we will explore the benefits and challenges of cross-institutional learning using a Problem-Based Learning approach and share findings from a recent research project. Do institutions, teachers and students benefit from such initiatives and how can online PBL be used to provide opportunities to connect, communicate and collaborate beyond institutional walls?