About chaos, the big wave, confusion and overcoming loneliness in Openland

1. About chaos, the big wave, confusion and overcoming loneliness in Openland Open Education Event, 11 March 2014, University of Sussex Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK @chrissinerantzi

2. The plan • Where are we now? • 3 examples from practice • FDOL • FLEX • BYOD4L • Considering opening-up

3. Where are we now? Open Education Event, 11 March 2014, University of Sussex

4. Context Gibbs (2013) Academic Development to lead innovation and influence change Browne Report (2010) Teaching qualification for all staff teaching in HE Redecker et al. (2011) holistic changes are needed to transform education more generally to foster personalisation, collaboration but also informalisation as these are features of learning in the future. UK Quality Code (2012) and European Commission (2013) Initial and ongoing Development of Teachers essential Gibbs (2010, 2012) ; Parsons et al (2012) Impact of teaching qualifications on practice Wiley (2006) 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 European Commission (2013) Teacher Development programmes to use open and joined up approaches that foster collaborative learning Ryan & Tilbury (2013) Flexible pedagogies to be modelled in Academic Development provision

5. How about a map for non-MOOC open educational offers? http://openeducationeuropa.eu/en/european_scoreboard_moocs

6. Example 1: FDOL132 Open Education Event, 11 March 2014, University of Sussex

7. Lars Uhlin Educational Developer KarolinskaInstitutet, Sweden Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK Case study 1 (PhD project)

8. FDOL132 • Open cross-disciplinary professional development course for teachers in HE • Developed and organised by Academic Developers in the UK and Sweden • Developed using freely available social media • Offered from September – December 2013 • Pedagogical design: simplified Problem-Based Learning Numbers • Registered: 107 • FDOL132 community in G+ until now: 72 • Signed up for PBL groups: 31 • PBL groups: initially 8-9 in each x 4 > then 3 (group 2: 6, / group 3: 5 / group 4: 6) • PBL facilitators: 4 • Participants in webinars: 10-25 • Participants who completed: 13 (14%) all from groups (31 in groups then 42%) • Countries • UK - 66 • Sweden – 17 • Canada – 4 • Ireland – 2 • also participants from: Hongkong, Argentina, Greenland, Switzerland, New Zeeland, Slovenia, Belgium, New Zealand, Norway

9. Collaborative learning in FDOL132

10. FISh a simplified PBL model Step 2: Investigate How and where are we/am I going to find answers? Who will do what and by when? What main findings and solutions do we/I propose? Step 1: Focus What do we see? How do we understand what we see? What do we need to find out more about? Specify learning issues/intended learning outcomes Nerantzi & Uhlin (2012) Step 3: Share How are we going to present our findings within the group? What do we want to share with the FDOL community? How can we provide feedback to another group? What reflections do I have about my learning and our group work?

11. Methodology & Method • Preliminary findings of PhD research project • Phenomenography (Marton, 1981) • Main data collection individual interviews • Complementary data via survey instruments (initial and final) • Mixed-cased approach (Stake, 1995) • Case study: FDOL132 (19 participating in study)

12. Findings: initial survey • 17 completed the survey • 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% • Prior experience • Working in groups 77% • Problem-Based Learning 30% • Online collaboration 38% • Social media in a professional capacity 50% • Learning values • to be an open learner • To connect with others • To collaborate • To be supported by a facilitator • Application to practice

13. Findings: final survey • 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 • Final survey: 11 completed the survey • 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 • 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%

14. Preliminary observations features important for learning before and after (using survey instruments)

15. a big wave http://users.atw.hu/aranykor/kepek/termeszet/3/nkep/hullam.jpg

16. Ahh. Panic. Panic. frustrated, confused, overwhelmed http://fc08.deviantart.net/fs71/f/2012/099/b/f/crazy_chick_by_billiejett-d4viqcr.jpg

17. chaos http://farm4.staticflickr.com/3363/3199296759_ddd80115e5_o.jpg

18. it all hits you at once http://upload.wikimedia.org/wikipedia/commons/3/31/AC-130A_pylon_turn.jpg

19. [laughter] http://farm3.staticflickr.com/2453/3599597595_4542f11554_o.jpg

20. interviews voicespreliminary findings • Motivations: to be a student, CPD, PBL, TEL to enhance own practice • Overwhelmed at the start • Valued group work but found very challenging – learning in a microcosmos made experience personal • Valued working with colleagues from different disciplines/countries – language barriers, different levels of commitment, time • Smaller groups worked better, learning from and with others valued • Time was a massive challenge • Seeing the other person made collaboration real (hangouts, webinars – also a challenge to participate) • Individuals working towards credits more motivated, but also seemed to motivate other group members • Tensions for learners working towards credits: assessment tasks separated from group tasks. Course assessment was prioritised. This meant less time for group work. Quality of output perceived as poor. Too much focus on output. • Active participation, facilitators’ presence and active engagement and interaction with individuals made a difference • Valuable and positive experience overall, learning and development, examples of application to practice

21. Example 2: FLEX Open Education Event, 11 March 2014, University of Sussex

22. http://www.celt.mmu.ac.uk/flex

24. What is FLEX • an opportunity to engage in CPD for teaching tailored to own priorities and aspirations • pick ‘n’ mix CPD activities per academic year • capture development in an academic portfolio • gain academic credits for CPD • Remain in Good Standing

25. FLEX activities

26. FLEX example route 2a CPD requirements (UK PSF, SLTA, RKE) open pool of CPD opportunities FLEX light FlEX activities unit assessment (UK PSF, SLTA, RKE) FLEXD unit (15 credits at Level 7) academic portfolio

27. open pool of CPD opportunities FLEX activity academic portfolio CPD requirements (UK PSF, SLTA, RKE) FLEX light FLEX unit (15 credits at Level 7) unit assessment (UK PSF, SLTA, RKE)

28. monthly gatherings around the university to share creative and innovative practice, experiment with learning & teaching ideas • cross-disciplinary fertilisation • explore opportunities for wider engagement and dissemination • infect others with and for staff and students Creativity in Development, project led by Prof. Norman Jackson http://www.creativityindevelopment.co.uk/ The Greenhouse

29. participating institutions Teaching and Learning Conversations webinar series to share innovative practices and find out what colleagues are doing in other institutions with and for staff and students

30. FLEX light

31. Example 3: BYOD4L Open Education Event, 11 March 2014, University of Sussex

32. BYOD4L Chrissi Nerantzi Academic Developer Manchester Metropolitan University @chrissinerantzi Sue Beckingham Academic Developer Sheffield Hallam University @suebecks

33. BYOD4L is...

34. open badges for participants & facilitators David Hopkins BYOD4L badges lead Learning Technologist University of Leicester @hopikinsdavid

35. The BYOD4L team organisers 2 facilitators 11 open badges lead 1 badges reviewer 1 critical friend 1 learning analytics 1

36. BYOD4L communities location https://plus.google.com/communities/115166756393440336480?partnerid=gplp0 location https://www.facebook.com/groups/1385272118361805/ Chrissi & Sue Twitter DM

37. #BYOD4Lchat Join me on Twitter every day 8-9pm UK time. Remember to use the hashtag. ;) “Fantastically chaotic”

38. extending BYOD4L through local engagement

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

40. “Starting to see light” “Sorry I couldn’t be there last night. Here is my creativity and my question shower as learner.” “opening fully to new possibilities”

41. Important message?

42. What next? • FDOL141 currently offered (shorter course, facilitator’s role defined, emphasising on support/feedback, more facilitators, different group formation strategy, streamlining activities) • writing up FDOL131, FDOL132, FDOL141 journey • Ideas for new open cross-institutional course emerging in post FDOL141 era using open badges for recognition of learning > using a playful pedagogical design • BYOD4L paper around the conceptual framework to be published • planned: BYOD4L research into the facilitators’ experience • FLEX collaborative HEA TDG application submitted with Sheffield Hallam University • FLEX light pilot with an MMU Faculty using open badges (from September 14)

43. Considering opening-up Open Education Event, 11 March 2014, University of Sussex an activity

44. “Content is not education, interaction is!” Darco Jansen

45. References Browne Report (2010) Securing a sustainable future for higher education, Department for Employment and Learning, available at http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report-student-fees.htm [accessed 1 November 2013] Gibbs, G. (2013) Reflections on the changing nature of educational development. International Journal for Academic Development, V. 18, Number 1, March 2013, pp. 4-14. Gibbs, G. (2012) Implications of ‘Dimensions of quality’ in a market environment, York: The Higher Education Academy, available at http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/HEA_Dimensions_of_Quality_2.pdf Gibbs, G. (2010) Dimensions of quality, York: The Higher Education Academy, available at http://www.heacademy.ac.uk/assets/documents/evidence_informed_practice/Dimensions_of_Quality.pdf [accessed 8 November 2013] 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] 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 3 Jan  2014]. Wiley (2006) 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 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] Ryan, A. & Tilbury, D. (2013) Flexible Pedagogies, new pedagogical ideas, York: HEA, available at ttp://www.heacademy.ac.uk/news/detail/2013/new_pedagogical_ideas [accessed 21 November 2013] Stake, R. E. (1995) The Art of Case Study Research. Thousand Oaks: Sage.  The UK Quality Code for Higher Eduction (2012) Glouchester: Quality Assurance Agency, available at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-brief-guide.aspx [accessed 5 December 2013] 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 20 February 2014] 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 [accessed 20 February 2014]

46. Join our open educational adventure 10-15 March 14http://www.celt.mmu.ac.uk/flex/oerweek.php Launch of the North-West OER Network

47. #OER14 join us!http://oer14.org/

48. About chaos, the big wave, confusion and overcoming loneliness in Openland Open Education Event, 11 March 2014, University of Sussex Chrissi Nerantzi Academic Developer Manchester Metropolitan University, UK @chrissinerantzi