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Better together? Chrissi Nerantzi and Dr Stephen Powell, Centre for Excellence in Learning and Teaching
#TELfest 13 September 2017, Manchester Metropolitan University
The plan • Sharing experiences • Frameworks with collaborative
learning features supported by technology, a brief overview
• A phenomenographic study and a cross-boundary collaborative open learning framework
• Your context and practice
image source: http://www.jisc.ac.uk/sites/default/files/globe-lights.jpg
Activity Share your online learning and/or teaching experience. What do you remember? Have you learnt collaborative online? Supported collaborative online learning? Capture on a sticky note and add to the designated area on the wall.
http://pixabay.com/p-218421/
Education is not content!
Cooperation - collaboration
What is your understanding?
Social constructivism (Vygotsky, 1978) Experiential learning (Dewey, 1938)
Product vs process
What is your experience telling you?
The human dimension
How does it shape collaborative online learning?
Collaborative learning…
“collaborative learning is commonly seen as group learning where individuals work together, rather than on discrete individual tasks, towards a shared goal.” (Nerantzi, 2017, 31) But also… “a situation in which two or more people learn or attempt to learn something together” (Dillenbourg, 1999, 1) “learning from collaboration” (Dillenbourg, 1999, 5) “collaboration as learning” (Nerantzi & Gossman, 2015)
Year first appeared Framework Type of framework Formal/
informal
Designed for mode of
application
Adaptations Education sector Open education
1971 OU SOL (Supported Open Learning) model (Swan,
2004; McAndrew & Weller, 2005; Jones et al.,
2009; also mentioned in Weller, 2014; Jones, 2015)
Conceptual Formal Distance learning
Blended learning,
online learning
HE
1985 Computer-Supported Collaborative Learning (CSCL)
(Stahl et al., 2006)
Conceptual Formal, informal Learning supported by
technology
Schools, HE
1991 Community of Practice (Lave and Wenger, 1991) Evidence-based Informal Learning Online learning,
Blended learning
2000 Community of Inquiry framework (Garrison et al.,
2000; 2010)
Conceptual Formal Blended learning Online learning HE
2002 5-stage model
(Salmon, 2002; Salmon, 2013)
Evidence-based Formal Online learning
Blended learning HE MOOCs
2002 Conversational Framework (Laurillard, 2002)
Conceptual Formal Learning supported by
technology
HE
2009 3E Framework (Smyth, 2009)
Evidence-based Formal Blended learning Online learning FE, HE
2012 Online Collaborative Learning Theory (Harasim,
2012)
Evidence-based Formal Online learning HE
2013 7Cs of the Learning Design Framework (Conole,
2013b)
Conceptual Formal Blended learning, Online
learning
HE MOOCs
2014 5C Framework (Nerantzi & Beckingham, 2015b) Conceptual Formal, informal Online learning Learning supported by
technology
HE Open courses
Key features of reviewed frameworks
Community
Choice Activities
Facilitator support
Collaboration fostered
Individual phenomenographic interviews (n=22) (main data collection method)
Pool 1 Course
4 categories of description
Initial survey, 19 Qs (n=25)
Final survey, 3 Qs (n=22)
Pool 3 Collaboration 3 categories of
description
Pool 2 Boundary crossing
4 categories of description
Outcome space and addressing of RQ1 and RQ2
Cross-boundary collaborative open learning framework for cross-institutional academic development (Discussion of RQ3)
Ph
eno
men
ogr
aphy
(Mar
ton
, 19
81
)
Case study 1 FDOL132 (2013) (n=19)
Case study 2 #creativeHE (2015) (n=14)
+
Collective case study (Stake, 1995)
Surveys findings
Two surveys, (demographics and background information)
RQ1 and RQ2 Disc.
Open-ness in
HE
Digital tech and frame-works
Learning with
others in groups
Academic development
Literature
Researcher’s positioning
A p
hen
om
eno
grap
hic
stu
dy
(Ner
antz
i, 2
01
7)
Case study 2
https://courses.p2pu.org/en/courses/2615/creativity-for-learning-in-higher-education/
Creativity for Learning in HE by Chrissi Nerantzi for CELT, MMU is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Case study 1
https://fdol.wordpress.com/fdol132/
Collective case study approach to collect data
PBL Negotiated
Learning in groups was a choice!
Groups supported by facilitators from collab institutions
Knowing each other PBL groups
“It's about being able to read the other person's body language, and, and things like that. I don't know. That's what I assume it is. I just feel that it, it was that that gave it the personal feel [...]. I felt like I knew everybody because I knew what they looked like and, you know. And I think that made a difference. Then they weren't just, […]. you know, an icon on a computer screen, that I'd recognised them as a human being if that makes sense.” participant F2
Open learning as course organisation (C1.1)
Open learning as a facilitated ex. (C1.2)
Open learning as an activity-based ex. (C1.3)
Open learning as designed for collaboration (C1.4)
Cross-boundary learning through modes of partici-pation (C2.1)
Cross-boundary learning through time, places and space (C2.2)
Cross-boundary learning through diverse pro- fessional contexts (C2.4)
Cross-boundary learning through culture and language (C2.3)
Stru
ctu
ral f
acto
rs (
Are
a A
) Li
ved
exp
erie
nce
(A
rea
B)
Collaboration as engagement in learning (C3.1) Selective
Immersive
Collaboration as relationship building (C3.3)
Group focus
Collaboration as shared product creation (C3.2)
Process-focus High product expectations
Individual focus Process-focus Low product expectations
Ou
tco
me
spac
e (N
eran
tzi,
20
17
)
Issues Strategies that helped overcome issues
Technology Facilitator support
Language Peers in groups, community
Rigid pedagogical design Interest in diverse others
Group product Regular synchronous gatherings and collaborative working
Time Focus on process
Local support
Media-rich resources
Flexible design
Cross-boundary collaborative open learning framework for cross-institutional academic development (Nerantzi, 2017)
Visualisation by Elizabeth Walshaw
What are the implications for your practice? Work in groups and discuss.
References
• Dillenbourg P., 1999. What do you mean by collaborative learning?. In: Dillenbourg, P., ed., 1999. Collaborative-learning: Cognitive and computational approaches. Oxford: Elsevier. pp.1-19. Accessed online from http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.1.14.pdf on 26th June 2014.
• Johnson, D. W. & Johnson, R., 2009. An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38, pp.365-379. Accessed from http://njbullying.org/documents/collaborativemodelsreview.pdf
• Nerantzi, C., 2017. Towards a cross-boundary collaborative open learning framework in cross-institutional academic development, PhD thesis, Edinburgh: Edinburgh Napier University.
• Nerantzi, C. & Gossman, P., 2015. Towards collaboration as learning. An evaluation of an open CPD opportunity for HE teachers, in: Research in Learning Technology Journal, 23. Accessed from http://www.researchinlearningtechnology.net/index.php/rlt/article/view/26967
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Better together? Chrissi Nerantzi and Dr Stephen Powell
TELfest 13 September 2017, Manchester Metropolitan University
Join us for this development opportunity! We start on the 2nd of October 17
Experience online learning as a learner
Flexible, Open and Social learning course open to all, staff, students, the public
You can work towards academic credits or use the course for informal CPD
Site available at https://foslearning.wordpress.com/
Community space at https://plus.google.com/communities/105168012355632331504
CELT info about FLEX [FOS] http://www.celt.mmu.ac.uk/cpd/accredited/unit_details.php?unit_id=269
Note if you are external to MMU and would like to work towards academic credits, there will be a cost.