Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
Open cross institutional academic cpd: unlocking the potential
1. Open cross-institutional academic CPD, expectations and value:
a recent example – UNLOCKING THE POTENTIAL
19th Annual SEDA Conference 13-14 November 2014, Nottingham
Chrissi Nerantzi
Academic Developer
Manchester Metropolitan University
@chrissinerantzi
Sue Beckingham
Academic Developer
Sheffield Hallam University
@suebecks
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
4. 0 10 20 30 40 50 60
interested in course themes
interested in open course design used
new ideas
professional development for
application
research interest
sharing experiences, learning with and
from others, networking
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)
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?
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. We got some ‘well
kitted’ learners who
use a variety of
devices but show
preference towards
smart devices (smart
phones and tablets).
6. How frequently do you use the following
devices for learning and/or teaching?
usage of devices for L & T
Smartphone Tablet Digital camera Camcorder Audio recorder
26%
28%
18%
11%
17%
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
26. We got about 50%
digital learners who
were
confident with
social media and
networked learning
and wanted to
learn more about
mobile learning
8. Tick the degree of experience you have in
the following areas.
60
50
40
30
20
10
0
Total
Open
learning
not experienced
at all
experience
Open
course
organiser
Using social
media for
learning
Networked
learning
Series1
not very experienced experienced
very
experienced
Mobile
learning
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
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
A study of the facilitator experience using qualitative data from survey 100%
January 2014
• 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)
29. positive relationships/social interdependence (Deutsch, 1949)
promotive interaction
trusting
caring
sharing
supporting
community
achieve common goals
Veletsianos (2014, online) talks about “social media as places where some academics express
and experience care.”
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=O6nEimzL
ZY4
35.
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
code by Martin Hawskey visualisation for BYOD4L by Peter Reed
1 2 3
4 5
1-5
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.
Hinweis der Redaktion
Part 1 (10 mins): Discussion about open academic CPD across the sector
Delegates will have the opportunity to discuss with colleagues from other institutions examples of open CPD, initiatives where staff learn in partnership with students, share experiences and perspectives on how innovative academic CPD can take advantage of technologies to extend engagement as well as create new opportunities for personal and collective growth.
Just as a reminder: please don’t copy, I have used these exact lines elsewhere:
A significant study undertaken by Bennett (2012) indicates that academics who are early adopters of technology are keen to explore the pedagogical use of digital technologies and especially social media if they can apply learning to their own practice to enhance the student experience. Bennett, explored the experience and behaviours of early adopters of social media for learning in one institution and how they developed the skills needed. Her research showed that these academics are confident and driven to explore new pedagogical approaches supported by technology and are willing to invest the time needed to develop new skills and practices that would benefit their students.
Barnett, R (2011) The coming of the ecological university, in: Oxford Review of Education, Vol. 37, Issue 4, 2011, Taylor & Francis, pp. 439-455.
European Commission (2013) High Level Group on the Modernisation of Higher Education. Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher education institutions, European Union, available at http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf [accessed 20 February 2014]
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 [accessed 21 February 2014]
Jackson, N. J. (2014) Lifewide Learning and Education in Universities & Colleges: Concepts and Conceptual Aids, in N.J. Jackson and J. Willis (Eds) Lifewide Learning and Education in Universities and Colleges. Chapter A1 Available at: http://www.learninglives.co.uk/e-book.html
Christine Redecker
little and big OER! Martin Weller!
MOOCs only??? other creations, DIY, innovation comes in all shapes and sizes
Part 2 (25mins): Sharing the BYOD4L project, an open cross-institutional academic CPD opportunity developed at MMU and SHU
The open cross-institutional CPD intervention BYOD4L developed by the presenters will be discussed with delegates. Findings linked to expectations and value of BYOD4L for participants and facilitators will be discussed together with the rationale for the development of BYOD4L and lessons learnt.
22 badges
Smartphone 57
Tablet 62
Digital camera 40
Camcorder 25
Audio recorder 37
Open learning 46 (61%)
Open course organiser 16 (21%)
Using social media for learning 47 (63%)
Networked learning 52 (69%)
Mobile learning 39 (53%)
Deutsch (1949)
Social interdependence : achieving individual goals are affected by actions of others
Positive interdependence: reaching goals when others they work with cooperatively also reach their goals, promoting each others efforts to achieve the goal
social interdependence theory (Deutsch, 1949)
we developed positive interdependence> reaching goals when others they work with cooperatively also reach their goals, promoting each others efforts to achieve the goal
promotive interaction> move from self-interest to mutual interest
openness, positive resolution of challenges, emotional connection
Part 3 (10 mins): Extending opportunities for collaboration – discussion, sharing ideas, identifying opportunities
We will discuss with the delegates how the open CPD framework developed for BYOD4L could be developed further and invite opportunities for collaboration to join up initiatives and enable cross-institutional fertilisation and learning in partnership with educators and students.