Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi

Sue Beckingham Academic Developer

Sheffield Hallam University @suebecks

BYOD4L: no doors, no locks Designing Learning Landscapes: Mobile, Open, Inclusive. Learning & Teaching Conference, Goldsmiths, University of London, 30 May 2014

Bring Your Own Device for Learning

global trends

• authentic and contextualised learning

• personalised, self-organised, self-directed

• social learning

• flexible pedagogies

• lifelong and lifewide learning

• connected, collaborative, open

• recognising finally the positive impact of human interaction for learning

The future of education (2030 vision): “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ (Redecker, 2014, 12)

What did we want to explore...

Learning together in the open

Supporting to create a learning community

BYOD4L is... mobile mobile

flexible flexible

collaborative collaborative

authentic authentic

autonomous autonomous

self-organised self-organised

self-determined self-determined

pick ‘n’ mix pick ‘n’ mix

supported supported

registration-free registration-free

for teachers & students for teachers & students

rewarding achievement rewarding achievement

BYOD4Learning course

BYOD4Learning course

MELSIG Smart Learning event #3

MELSIG Smart Learning event #3

MELSIG Book project

MELSIG Book project

5Cs Connect Communicate

Curate Collaborate

Create

(Nerantzi & Beckingham, 2014)

using authentic stories

student stories teacher stories

extending BYOD4L through F2F local engagement

BYOD4L answer garden

1 February 14 http://answergarden.ch/view/80135

BYOD4L blog traffic

Who filled out the survey voluntarily?

74

66

Outside of UK: • Australia • Canada • Hong Kong • Jordan • USA

22 students

51 Professionals (majority: Academics, Academic Developers, Learning Technologists)

Warning! Incomplete picture

6. How frequently do you use the following devices for learning and/or teaching?

Total never rarely sometimes regulary No Response

smartphone 75 10 8 12 45 2

tablet 72 3 7 18 44 5

digital camera 71 12 19 21 19 6

camcorder 67 22 20 20 5 10

audio recorder 72 11 24 23 14 5

We got ‘well kitted’ learners who use a

variety of devices but show preference

towards smart devices (smart

phones and tablets)

26%

28% 18%

11%

17%

usage of devices for L & T

Smartphone Tablet Digital camera Camcorder Audio recorder

8. Tick the degree of experience you have in the following areas.

Total not experienced at all

not very experienced experienced very experienced

No Response

open learning 75 9 20 34 12 2

open course organiser 75 32 27 12 4 2

using social media for learning 75 4 24 34 13 2

networked learning 75 6 17 38 14 2

mobile learning 74 7 28 29 10 3

We got experienced open learners confident with social media and networked learning who wanted to learn more about

mobile learning

0102030405060

Openlearning

Opencourse

organiser

Using socialmedia forlearning

Networkedlearning

Mobilelearning

experience

Series1

Reasons for joining #BYOD4L

0 10 20 30 40 50 60

sharing experiences, learning withand from others, networking

research interest

professional development forapplication

new ideas

interested in open course designused

interested in course themes

frequency

frequency

Individuals were confident, comfortable and experienced in such

spaces and joined us for CPD (according to the initial survey).

Question

How can we attract individuals who are less confident and experienced?

our magical open box

• un-course: facilitator provides the topic which is then co-developed and co-

constructed by learners and facilitators (Siemens, 2002) • “systems have to be imagined, actions and activities have to be planned to a greater

or lesser degree, choices have to be made about what or what not to do, effects have to be observed and experienced and actions have to be modified in response to what happens.” (Jackson, 2013, 4)

• the idea of “digital habitats - that of learning together in communities of practice” (Wenger et al, 2009, 3)

• Learner Generated Context is “a context created by people interacting together with a common, self-defined learning goal. (Luckin et al, 2010, 72-73)

• Knowledge is something that emerges from within a community (Cormier, 2008) • Knowledge as a lived experience (Wenger’s et al, 2009) • a learning ecology "a process(es) created in a particular context for a particular

purpose that provides opportunities, relationships and resources for learning, development and achievement" (Jackson 2013:14).

(Nerantzi & Beckingham, 2014)

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

Practices). Source: Jackson (2013)

Facilitators as co-learners in a collaborative open course for teachers and students in

Higher Education

• The social glue: creating a community of facilitators using social media

• Facilitators as co-learners

• Tweetchats, more than just chats

• Global offer and time zones challenges

• Making time a challenge for facilitators

(Nerantzi, Middleton & Beckingham, accepted)

A study of the facilitator experience using qualitative data from survey 100% January 2014

Veletsianos (2014, online) talks about “social media as places where some academics express and experience care.”

pro

mo

tive

inte

ract

ion

trusting

caring

sharing

supporting

community

positive relationships/social interdependence (Deutsch, 1949)

achieve common goals

cross-institutional #BYOD4L

14 – 18 July

Is your institution joining us?

• Manchester Metropolitan University • Sheffield Hallam University • University of Sussex • University of Ulster (TBC)

What next?

• Research on open badges

• Open facilitators’ experiences project (work-in-progress)

• New open course development #FOS4ALL

• Getting ready for BYOD4L in July!!!

• …

Unlock the potential!

References Cormier, D. (2008) Rhizomatic Education: Community as Curriculum, Innovate. Journal of Online Education, V 4 No 5, Jun-Jul 2008,

available at http://eric.ed.gov/?id=EJ840362

Deutsch, M. (1949) A theory of cooperation and competition, in: Human Relations, 2, pp. 129-152.

Galley, R., Conole, G, Dalziel, J and Ghiglione, E. (2010). Cloudworks as a ‘pedagogical wrapper’ for LAMS sequences: supporting the sharing of ideas across professional boundaries and facilitating collaborative design, evaluation and critical reflection. LAMS and Learning Design. A. Alexander, J. Dalziel, J. Krajka and R. Kiely. Nicosia, University of Nicosia Press. 2: pp. 37-50.

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]

Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., Day, P., Ecclesfield, N., Hamilton, T. and Robertson, J. (2010) Learner Generated Contexts: a framework to support the effective use of technology to support learning, in: Lee, M. J. W. & McLoughlin, C. (eds) Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching, IGI Global, pp. 70-84., available at http://knowledgeillusion.files.wordpress.com/2012/03/bookchapterluckin2009learnergeneratedcontexts.pdf [accessed 25 January 2014]

Nerantzi, C., Middleton, A. & Beckingham, S. (in print) Facilitators as co-learners in a collaborative open course for teachers and students in Higher Education, in: Learning in cyberphysical worlds, eLearning paper, issue No. 39.

Nerantzi, C & Beckingham, S (2014) BYOD4L – Our Magical Open Box to Enhance Individuals’ Learning Ecologies, in: Jackson, N. & Willis, J. (eds.) Lifewide Learning and Education in Universities and Colleges E-Book, avaialable athttp://www.learninglives.co.uk/e-book.html.

Siemens, G. (2002) "Elearning Course," elearnspace, August 27, 2002, available at http://www.elearnspace.org/Articles/elearningcourse.htm [accessed 8 February 2014].

Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Hybrid Pedagogy. Available at http://learnerexperiences.hybridpedagogy.com [accessed6 May 2014]

Wenger, E., White, N. & Smith J. D. (2009) Digital Habitats. Stewarding technology for communities, Portland: CPsquare.