ELESIG event, 25 February 2015, LJMU

1. TOGETHER or finding each other in the digital jungles
ELESIG event, 25 February 2015, LJMU
Chrissi Nerantzi @chrissinerantzi
image source: http://www.jisc.ac.uk/sites/default/files/globe-lights.jpg
Capture the benefits of
scholarly inquiry into teaching
on a sticky note
swap
discuss briefly

2. ... but how do we do this?
“[...] the scholarship of teaching and learning
[...] involves systematic study of teaching
and/or learning and the public sharing and
review of such work through presentations,
performance, or publications’ (McKinney,
2006, p. 39)

3. Jim Turner’s brief:
“I want to allow people to see how networks
like yours can not only connect people but
also generate research. Of course this stuff
has its issues too, but I would love you to
present what you have been doing in this
area, what you have seen elsewhere, where
this has worked and where you think it might
be leading.” (Turner, email 21 Nov 14)

4. The plan
• scholarship through our eyes
• examples from practice and connecting with
colleagues
• thinking about the future and doing
something about it

5. Universities are spaces to....
• sustain
conversations
• shape the
future of
human life
• stimulate
innovation
• shape new
structures of
and for
learning
• shape new
pedagogies
from ECEL2011 keynote by Prof. Anne Boddington, Dean
of the Faculty of Arts, University of Brighton
• RESEARCH
• PLAYFULLNESS
• COLLABORATION
• TAKING RISKS
• NEW THINKING

6. http://pixabay.com/p-218421/

7. http://upload.wikimedia.org/wikipedia/commons/thumb/e/e9/USMC-101008-M-1558F-390.jpg/640px-USMC-101008-M-1558F-390.jpg

8. Positioning...
"In the varied topography of professional practice, there is a high, hard ground
overlooking a swamp. On the high ground, manageable problems lend themselves to
solution though the application of research-based theory and technique. In the
swampy lowland, messy, confusing problems defy technical solution. The irony of this
situation is that the problem of the high ground tend to be relatively unimportant to
individuals or society at large, however great their technical interest may be, while in
the swamp lie the problems of greatest human concern.
The practitioner must choose. Shall he remain on the high ground where he can solve
relatively unimportant problems according to prevailing standards of rigor, or shall he
descend to the swamp of important problems and non rigorous inquiry?“ (Schön, 1987,
3)

9. “The almost unlimited resources provided by the information network
serve as a set of nutrients, constantly selected and incorporated into
the bounded environment of a petri dish, which provides the impetus
for experimentation, play, and learning. Accordingly, the culture that
emerges, the new culture of learning, is a culture of collective inquiry
that harnesses the resources of the network and transforms them
into nutrients within the petri dish environment, turning it into a
space of play and experimentation. “
That moment of fusion between unlimited resources and a bounded
environment creates a space that does not simply allow for
imagination, it requires it. Only when we care about experimentation,
play, and questions more than efficiency, outcomes, and answers do
we have a space that is truly open to the imagination.
And where imaginations play, learning happens.” (Douglas & Seely
Brown, 2011, 118)

10. Conferences: Remember it is NOT
about you!!! Find out what other
people are doing and share.
http://www.slideshare.net/MELSIG/jeth
ro-ppp-sig
step by step
http://api.ning.com/files/vefNXkfoBTqRPn0oY9715ZR8oUcdZdKgA7Jj7dozmHMTQhB
9j9XJi1ev9AgdkvE2NG9Mvj7fIBEtDFK8gBBJasy6CUZpKLl4/footstep2.jpg

11. Source: http://truthanddare.ca/wp-content/uploads/2014/02/If-you-want-to-go-fast-go-alone-if-you-want-to-go-far-go-together.jpg

12. Academia gets social (Owens, 2014)

13. social media,
social networks
Social media for research
“Social media as places where some
academics express and experience care.”
Veletsianos (2014, online)

14. scholarly activities:
examples from your practice

15. A module
in your pocket
Warning! Modelling effective mobile learning is
infectious, an example from Higher Education
by
Chrissi Nerantzi, Juliette Wilson, Nadine Munro,
Gemma Lace-Costigan & Neil Currie
Best Case Study Award 2014

16. Nerantzi & Uhlin (2012)
Lars Uhlin
Educational Developer
KarolinskaInstitutet,
Sweden
FDOL131 course design Nerantzi
& Uhlin (2012)
FDOL132 course design
Nerantzi, Uhlin and
Kvarnström(2013)

17. Sue Beckingham
Academic Developer
Sheffield Hallam
University
@suebecks
5C Framework (Nerantzi &
Beckingham, 2014, linear
visualisation
5C Framework (Nerantzi &
Beckingham, 2014, non-linear
visualisation
Nerantzi & Uhlin (2012)

18. A scalable open cross-institutional CPD
model (Nerantzi & Beckingham,
submitted)
Stage 1. Cottage industry, focus on
individual collaborators
Stage 2: Scaling up, instable approach:
focus on institutional collaboration and
individual collaborators, unregulated
number of facilitators
Stage 3: Scaling up, stabilised,
strategic approach: focused on
institutional collaboration with defined
extra-institutional collaborators,
regulated number of facilitators,
introduction of mentors

19. Sue Beckingham
Sheffield Hallam
University
Dr David Walker
University of
Sussex
Peter Reed
University
of Liverpool

20. Creativity projects, how ideas grow...
• Creativity in
Development
• Creativity for
Learning
(Pgcert/MA
Academic Practice
module)
• open course
Creativity for
Learning in HE
• longitudinal, multi-
institutional
collaborative
research project
“The Creative
Academics”
http://www.creativeacademic.uk/
https://p2pu.org/en/courses/2615/creativity-for-learning-in-higher-
education/
http://www.creativityindevelopment.co.uk/
Prof.
Norman
Jackson
Founder of
Lifewide
Education
Dr Alison James, PFHEA, NTF

21. social authoring
social peer review
writing with others collaboratively using social media
writing on own but in social spaces and invite others to comment on work-in-progress

22. distributed collaboration
Carol Yeager
Sue Beckingham
http://i301.photobucket.com/albums/nn71/empireofrisingsun/Maps/9mYDW-1.png

23. BYOD4L research
• build-into the design
• collaborative
• ongoing
• open sharing and dissemination
• activities so far:
https://byod4learning.wordpress.com/about/r
esearch/

24. saying “yes”
Sue Beckingham
Academic Developer
Sheffield Hallam
University
@suebecks
Prof.
Norman
Jackson
Founder of
Lifewide
Education
http://www.lifewidemagazine.co.uk/

25. open facilitators stories
Carol Yeager

26. Why and how?
http://www.lifewidemagazine.co.uk/

28. co-authoring in real-time

29. co-authoring asynchronouslySue Beckingham
Sheffield Hallam
University

30. new book publication:
Smart learning, Andrew Middleton
(ed.)

31. social peer review: advantages,
disadvantages?

32. scholarly activities:
examples from your practice

33. What I have learnt
so far
• Commit to a
project, if you
can’t, say NO
from the outset!
• Be open to new
ways to
collaborate
• Use it as an
opportunity to
learn and
develop
• Be flexible!
• Maximise on
strengths
• Be tolerant
• Create a sense of
community

34. Interested in open education? Check out
http://www.icore-online.org/
http://oer15.oerconf.org/

35. References
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.
Deutsch, M. (1949) A theory of cooperation and competition, in: Human Relations, 2, pp. 129-152.
Douglas, 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.
McKinney, K. (2006). Attitudinal and structural factors contributing to challenges in the work of the scholarship of teaching and learning. New
Directions for Institutional Research, 129 (Summer), 37-50.
Nash, R. (2004) Liberating Scholarly Writing. The Power of Personal Narrative, New York: Teachers College Press.
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, available athttp://www.learninglives.co.uk/e-book.html.
Nerantzi, C., Middleton, A. & Beckingham, S. (2014) 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, pp. 1-10, available
at http://www.openeducationeuropa.eu/en/article/Learning-in-cyber-physical-worlds_From-field_39_2
Owens, B. (2014) Academic gets social, Worldreport, 22 November 2014, available at
http://download.thelancet.com/pdfs/journals/lancet/PIIS0140673614622303.pdf?id=aaaLF712QD86rcNMxjrNu
Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P. Stoyanov, S. and Hoogveld, B. (2011) The Future of Learning:
Preparing for Change. European Commission Joint Research Centre Institute for Prospective Technological Studies EUR 24960 EN
Luxembourg: Publications Office of the European Union.
http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4719
Schoen, D. (1987) Educating the Reflective Practitioner, San Francisco: Jossey-Bass.
Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Hybrid Pedagogy. Available at
http://learnerexperiences.hybridpedagogy.comccessed6 May
Weller, M. (2011) The Digital Scholar. How Technology is transforming scholarly practice, London: Bloomsbury
Wenger, E. (online) Intro to communities of practice, available at http://wenger-trayner.com/theory/
White, D. & Le Cornu, A. (2011) Visitors and Residents: A new typology for online engagement, First Monday, Volume 16, Number 9 - 5
September 2011, available at http://firstmonday.org/ojs/index.php/fm/article/view/3171/3049
Wiley, D. and Hilton, J. (2009) Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education, in: International Review
of Research in Open and Distance Learning, Volume 10, Number 5, 2009, pp. 1-16., available at
http://www.irrodl.org/index.php/irrodl/article/view/768

36. TOGETHER or finding each other in the digital jungles
ELESIG event, 25 February 2015, LJMU
Chrissi Nerantzi @chrissinerantzi
image source: http://www.jisc.ac.uk/sites/default/files/globe-lights.jpg