2016 #DAPP162 Reflection, UK PSF, Observations >>> week 1
Adventures outside MOOCland
1. 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
3. 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?
debating
6. (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)
11. 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
12. 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)
13. 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
14. 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
Completionrate based on the
whole cohort
insufficient information insufficient information insufficient information
Completionrate based on group
participation
25% 43% 63%
(Nerantzi, 2014)
16. 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%
17. 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%
18. 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%
19. 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.
20. • 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
24. 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
27. Categorisation of learning ecologies and their educational contexts.
(OER – Open Educational Resources, OEP - Open Educational
Practices). Source: Jackson (2013)
29. 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
31. 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
OpennessinEducation(OpenEducationWeek)repurposinganexistingOER
32. 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
33. 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]
34. 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)
35. 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
36. 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]
37. 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
