a module in our pocket

Chrissi Nerantzi @chrissinerantzi

Liz Hannaford @lizhannaford

Higher Education: Our metaphors • Think >draw/write/make

• Swap

• Discuss

• Reflect

Universities are spaces to....

• sustain conversations

• shape the future of human life

• stimulate innovation

• shape new structures of and for learning

• shape new pedagogies

from ECEL2011 keynote by Prof. Anne Boddington, Dean of the Faculty of Arts, University of Brighton

freedom

opening-up the

participatory web

innovation

universities are the people!

image with crowd, students

stu

den

ts &

tea

cher

s

What does this tell us?

Postgraduate Certificate in Academic Practice (PGCAP)

• the programme

• blended

• core and optional modules

• multi-disciplinary

• Teaching qualification in HE

• accreditation HEA, NMC

• greenhouse for active experimentation

Stories in a story

A question to a new academic: What do you love about your job?

access on the go: LTHE site

http://learningandteachinghe.wordpress.com/

Discussing and supporting: Google +

https://plus.google.com/communities/112186086573392653278

Capturing learning: PGCAP portfolios

Sharing and connecting: tweet-tweet

https://twitter.com/pgcap

Visual learning: YouTube

http://www.youtube.com/user/pgcapsalford/videos

4 stories plus 1

• new to downloading apps • Socrative app > the ‘quiz’

term was problematic • Game worked better,

increased engagement • also used to collect student

feedback on teaching

• experienced with digital technologies • media-rich learning using WordPress on

the go • ‘always on’ > support network

(commenting and feedback) • community formation • Collaborative content creation

• Twitter to connect with each other, information exchange

• speedy connection via smart devices • valued connections with the wider community and

more experienced colleagues • organising Twitterchats using hashtags with own

students, student-led!!! • Students were apprehensive about using Twitter for

their learning

• YouTube and video creation to catch up • Nadine stated: “Social media fostered inclusivity”

• had a Twitter account before joining

• Twitter > communication with students

• students relactant to respond/share

• introduced Facebook group > observed more exchange

Juliette @juliettephd

Neil @asbo_allstar

Nadine @neddy4291

Gemma @gemmalace

Juliette’s story @juliettephd

• new to downloading apps

• Socrative app > the ‘quiz’ term was problematic

• Game worked better, increased engagement

• also used to collect student feedback on teaching

Neil’s story @asbo_allstar • experienced with digital technologies • media-rich learning using WordPress on the go • ‘always on’ > support network (commenting and feedback) • community formation • Collaborative content creation

Nadine’s story @neddy4291

• Twitter to connect with each other, information exchange • speedy connection via smart devices • valued connections with the wider community and more experienced colleagues • organising Twitterchats using hashtags with own students, student-led!!! • Students were apprehensive about using Twitter for their learning

• YouTube and video creation to catch up • Nadine stated: “Social media fostered inclusivity”

Gemma’s story @gemmalace

• had a Twitter account before joining

• Twitter > communication with students

• students relactant to respond/share

• introduced Facebook group > observed more exchange

thinking with our hands 1/2

Smart innovation Task 1 (3 mins): Use up to 10 LEGO® bricks to create a model of an idea about how you could teach/learn smarter (individually)

Liz’s story @lizhannaford

Journalism – Digital and Mobile

@LizHannaford

What’s the Story

thinking with our hands 2/2

Smart innovation Task2 (5 mins): Share the LEGO® model you created previously with others. Listen to their stories! (groups of 4-6) Task 3 (2 mins): Reflect and revisit your model. Finalise your idea. (individually)

A module in our pocket, findings

Benefits • Increased connectivity and connectedness • Helped the formation of a learning community • Students’ opened up more, shared more • Peer-to-peer support, learning and collaboration increased • Increased curiosity to explore and actively experiment • Resourceful use of existing technologies • Teaching practices started changing

Challenges • Using own devices for Learning and Teaching new concept • Technological barriers • Support issues • Mismatch of expectations • Social media addiction?

“We need to stop seeing the curriculum as a predictable, ordered and manageable space, but instead review it as an important site of transformation characterised by risk and uncertainty”

Prof. Maggi Savin-Baden, Prof of Higher Education Research, Coventry University, 2011 ECEL2011 contribution

a module in our pocket

join open FDOL at http://fdol.wordpress.com/

an open course in

your pocket

www.oer14.org Great

opportunity

References

Anderson, T. and Elloumi, F. (2004) ‘Introduction’, in: Anderson, T. and Elloumi (eds.) Theory and Practice of Online Learning. Canada: Athabasca University, pp. xii-xxiv.

Goldstein, S. R. (1976) The asserted constitutional right of public school teachers to determine what they teach, University of Pennsylvania Law Review, 124, 1293-357.

Metzger, W. (1987) ‘Profession and constitution: two definitions of academic freefom in America’, Texas Law Review, 1265-322.

Nerantzi, C, Wilson, J, Munro, N, Lace-Costigan, G and Currie N (submitted) Warning! Modelling effective mobile learning is infectious, an example from Higher Education, UCISA.

Wiley, D. and Hilton, J. (2009) Openness, Dynamic Specialization, and the Disaggregated Future 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 25 February 2013]

contact us!

Chrissi Nerantzi: @chrissinerantzi

Liz Hannaford: @lizhannaford