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

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

exploring open CPD

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

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)

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)

a scalable model for open cross-institutional CPD?

Starting here? Or...

BYOD4L: an example from practice

Bring Your Own Device for Learning

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?

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)

5C Framework (Nerantzi & Beckingham, 2014)

5C linear visualisation

5C non-linear visualisation

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

January 2014

extending BYOD4L through F2F local engagement

BYOD4L answer garden

1 February 14 http://answergarden.ch/view/80135

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

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

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

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?

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

Veletsianos (2014, online) talks about “social media as places where some academics express and experience care.”

pro

mo

tive

inte

ract

ion

trusting

caring

sharing

supporting

community

positive relationships/social interdependence (Deutsch, 1949)

achieve common goals

July 2014

Design for learning

Nerantzi & Beckingham (2014) based on Nerantzi, Uhlin & Kvarnström (2013)

open to all 5 institutions supporting BYOD4L

the BYOD4L team (July 2014)

16 facilitators 5 institutions 2 peer reviewers 1 artist

Ellie Livermore, artist

on air hangout

https://www.youtube.com/watch?v=O6nEimzLZY4

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.

#BYOD4Lchat

4 5

3 2 1

code by Martin Hawskey visualisation for BYOD4L by Peter Reed

1-5

open cross-institutional CPD: further opportunities

January 2015

cross-institutional #BYOD4L

12 – 16 Jan 15

Is your institution joining us?

• Manchester Metropolitan University • Sheffield Hallam University • University of Durham

NEW!!!

including student facilitators/mentors

Are you interested in joining us? Still time!

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!!!

• …

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...

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.