1. towards cross-institutional
open learning
an example from Academic Development
Chrissi Nerantzi
Academic Developer
@chrissinerantzi
Sheffield Hallam University
19 March 2012, Sheffield

3. Discuss with the person
next to you your
thoughts about cross-
institutional open
learning.

4. 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).

5. context
Academic Development
Postgraduate Certificate in Academic Practice
Postgraduate Certificate in Learning and Teaching in HE

6. Focus: Online cross-institutional collaborative learning

7. the online trial
familiarisation
socialisation
collaborative PBL
Mills (2006) 5 stage-model
sharing, feeding back
Computer-Supported Intentional Learning Environments
CSILE (Scardamalia and Bereiter 1994)
Computer-mediated collaborative problem-based
learning (CMCPBL) (Savin-Baden 2003)
e-tivities (Salmon 2004)

8. Data collection
• individual remote interviews
• surveys (initial and final)
• reflective accounts

9. findings linked to online
cross-institutional collaboration
multi-disciplinary groups
group size
rules
facilitation
community
technologies

10. 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

11. Using existing resources and expertise more
effectively through sharing and exchange with other
towards cross-institutional institutions.
modules and programmes 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.

13. • CPD activity 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
immediate impact

14. latest developments
cross-institutional module
Flexible, Distance and Online Learning
(FDOL)
Research to develop an
flexible PBL model for open courses

15. Teaching Essentials (TESS) programme
open access programme – looking for a partner

16. • 2008 MOOCs Canada and US –
learning in Networks (Steven
elsewhere? •
Downes, George Siemens)
MIT
• Stanford
• 2012 MOOC Oxford Brookes coming
soon (announced in Feb 12)
• OER modules: University of
Wolverhampton, University of
Lincoln
• Related cross-institutional
collaborations elsewhere: between
Edinburgh Napier and Aston
University

18. our answer
• from competition to collaboration
• from closed to cross-institutional and open
• shared development
• assessment tailored to institutional
requirements
• shared facilitation
• peer learning and support

19. What are the benefits
and challenges of cross-
institutional open
learning?

20. 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]

21. towards cross-institutional
open learning
an example from Academic Development
Chrissi Nerantzi
Academic Developer
ww.adu.salford.ac.uk
c.nerantzi@salford.ac.uk
@chrissinerantzi, @pgcap