Adventures outside MOOCland
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Transcript of Adventures outside MOOCland
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
Op
enn
ess
in E
du
cati
on
(O
pen
Ed
uca
tio
n W
eek)
rep
urp
osi
ng
an e
xist
ing
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