1. Open cross-institutional academic CPD, expectations and value: a recent example – UNLOCKING THE POTENTIAL
Chrissi Nerantzi
Academic Developer
Manchester Metropolitan University
@chrissinerantzi
Sue Beckingham
Academic Developer
Sheffield Hallam University
@suebecks
19th Annual SEDA Conference 13-14 November 2014, Nottingham
artwork by Ellie Livermore

2. Learning outcomes
•Explore the concept of open academic Continuous Professional Development (CPD) for personal and collective growth
•Gain an insight into an open cross-institutional academic CPD initiative as normalised practice based on collaborative pedagogies and developed using social media.
•Invite opportunities for further development of open cross-institutional CPD and wider collaboration among institutions

3. exploring open CPD

4. 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
WHY? Reasons for joining #BYOD4L, January 14

5. Our findings are inline with Bennett (2012) but...
•we had a wider range of practitioners, not only early adopters, digital and less- digital practitioners
•we had participants from different institutions
Digital Practitioner Framework (Bennett, 2012)
based on Beetham & Sharpe (2010)

6. Voices
•ecological university (Barnett, 2011)
•personalisation, collaboration, informalisation (Redecker et al, 2011) but also formalisation of informal learning
•a new culture of learning and the power of the collective (Douglas & Seely Brown, 2011)
•a need for a national initiative on cost-effective teaching when resources are reduced (Gibbs, 2012)
•blending of formal & informal learning (Conole, 2013)
•call to open-up, join-up (European Commission, 2013)
•the danger of monocultures (Weller, 2014)
•lifewide curriculum (Jackson, 2014)

7. a scalable model for open cross-institutional CPD?

8. Starting here? Or...

12. BYOD4L: an example from practice

13. Bring Your Own Device for Learning

14. What did we want to explore...
Can we create an open learning ecology that enables learners to learn with and from each other in a supportive environment using authentic and inquiry- based pedagogical models?
How can we support open learners effectively to create the foundations of a vibrant learning community?
How can we scale open CPD through informal cross- institutional collaboration?

15. BYOD4L is...
mobile
flexible
collaborative
authentic
practice-based
inquiry-based
autonomous
self-organised
self-determined
pick ‘n’ mix
bite-size learning
supported
registration-free
for teachers & students
rewarding achievement
volunteer facilitators
blended
BYOD4Learning course
MELSIG Smart Learning event #3
MELSIG Book project
Nerantzi & Uhlin, 2012; Nerantzi, 2014: Nerantzi, submitted)

16. 5C Framework
(Nerantzi & Beckingham, 2014)
5C linear visualisation
5C non-linear visualisation

17. some numbers
Jan 14
July 14
organisers
2
2
facilitators
11
16
student facilitators
facilitators home institutions
9
8
course reviewer
1
institutions
5
open badges lead
1
1
badges reviewer
1
2
critical friend
1
1
artist
1
1

18. January 2014

22. extending BYOD4L
through F2F
local engagement

23. BYOD4L answer garden
1 February 14 http://answergarden.ch/view/80135

24. 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

25. 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 some ‘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

26. 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 about 50% digital learners who were confident with social media and networked learning and wanted to learn more about mobile learning
0
10
20
30
40
50
60
Open learning
Open course organiser
Using social media for learning
Networked learning
Mobile learning
experience
Series1

27. 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?

28. 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, 2014)
A study of the facilitator experience using qualitative data from survey 100%
January 2014

29. Veletsianos (2014, online) talks about “social media as places where some academics express and experience care.”
promotive interaction
trusting
caring
sharing
supporting
community
positive relationships/social interdependence (Deutsch, 1949)
achieve common goals

30. July 2014

31. Design for learning
Nerantzi & Beckingham (2014) based on Nerantzi, Uhlin & Kvarnström (2013)

32. open to all 5 institutions supporting BYOD4L

33. the BYOD4L team (July 2014)
16 facilitators
5 institutions
2 peer reviewers
1 artist
Ellie
Livermore, artist

34. on air hangout
https://www.youtube.com/watch?v=O6nEimzLZY4

36. The collaborative #byod4l poem
In the digital jungle
Reaching out into the chaotic, swirling abyss
Feeling that e-learning can be so hit and miss
I want to avoid device apathy and neglect
But what does it mean to really connect?
So onwards we go
But where, do we know?
Wouldn’t it be great?
If we all started to communicate
Curating a task, can be quite unfamiliar,
belonging in museums, art galleries and similar.
With mobile devices we curate a different way
Sharing resources with scoop it and mendeley
Five brief days, so short and sweet
In Twitter and Google we gathered to meet
Inspired to explore, discuss and create
Minds now expanded; an enlightened state
Knowledge isn’t just facts
Or historical acts
Its cerebral energy we state
When we start to create
But this isn’t the end!
We now each have a valuable PLN to tend
Our #BYOD4L community will continue to grow
Help us reach out to let others know
contributors
1 Sam Illingworth
2 Neil Withnell
3 Ian Guest
4 Peter Reed
5 Carol Haigh
6 Sue Beckingham
The Digital Jungle by BYOD4Learning is licensed under aCreative Commons Attribution- ShareAlike 4.0 International License.
•Learning about collaborative learning through collaborating.
•Learning about open educational resources through making.
•Learning about creative commons licences through choosing one.

37. #BYOD4Lchat
4
5
3
2
1
code by Martin Hawskey
visualisation for BYOD4L by Peter Reed
1-5

40. open cross-institutional CPD: further opportunities

41. January 2015

42. cross-institutional #BYOD4L
12 – 16 Jan 15
Is your institution joining us?
•Manchester Metropolitan University
•Sheffield Hallam University
•University of Durham

43. NEW!!!
including student facilitators/mentors

44. Are you interested in joining us? Still time!

45. What next?
•Further research linked to the open scalable cross-institutional CPD model, open badges, Tweetchats
•Open facilitators’ experiences project (work-in- progress)
•Getting ready for BYOD4L in January 15!!!
•…

46. special thank yous...
... to all our collaborators, institutions, participants as well as our very own artist Ellie Livermore.
We thank them all for embracing this project, their commitment and energy.
BYOD4L would not have been possible without them!!!
... the journey continues...

47. References
Beetham and Sharpe, (2010), ‘Developing Digital Literacies Framework’, available fromhttp://jiscdesignstudio.pbworks.com/w/file/40474958/Literacies%20development%20framework.doc, date accessed 11th April 2014
Bennett, L. (2012) Learning from the early adopters: Web2.0 tools, pedagogic patters and the development of the digital practitioner, Doctoral thesis, University of Huddersfield.
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.
Dougkas, T. & Seely Brown, J. (2011) A new culture of learning. Cultivating the Imagination for a World of Constant Change,
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.
Gibbs, G. (2012) Implications of ‘Dimensions of quality’ in a market environment, York: HEA.
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. & Uhlin, L. (2012) FISh, available at http://fdol.wordpress.com/design/
Nerantzi, C. (submitted) Conceptions of open learners using FISh, a Problem-Based Learning design, used in a professional development course for teachers in higher education
Nerantzi, C (2014) 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, Volume 4, Issue 2, pp. 42-58 http://www.beds.ac.uk/jpd
Nerantzi, C., Middleton, A. & Beckingham, S. (i2014) 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.