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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?
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Open cross-institutional academic CPD, expectations and value:
a recent example – UNLOCKING THE POTENTIAL
Chrissi NerantziAcademic DeveloperManchester Metropolitan University@chrissinerantzi
Sue BeckinghamAcademic 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 andfrom others, networking
research interest
professional development forapplication
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 numbersJan 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 F2Flocal 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.
Totalnot experienced at all
not very experienced experiencedvery 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
0102030405060
Openlearning
Opencourse
organiser
Using socialmedia forlearning
Networkedlearning
Mobilelearning
experience
Series1
Individuals were confident, comfortable and experienced in such
spaces and joined us for CPD (according to the initial survey).
QuestionHow 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 facilitators5 institutions2 peer reviewers1 artist
EllieLivermore, artist
on air hangout
https://www.youtube.com/watch?v=O6nEimzLZY4
The collaborative #byod4l poemIn the digital jungleReaching out into the chaotic, swirling abyssFeeling that e-learning can be so hit and missI want to avoid device apathy and neglectBut what does it mean to really connect?
So onwards we goBut 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 waySharing resources with scoop it and mendeley
Five brief days, so short and sweetIn Twitter and Google we gathered to meetInspired to explore, discuss and createMinds now expanded; an enlightened state
Knowledge isn’t just factsOr historical actsIts cerebral energy we stateWhen we start to create
But this isn’t the end!We now each have a valuable PLN to tendOur #BYOD4L community will continue to growHelp us reach out to let others know
contributors1 Sam Illingworth2 Neil Withnell3 Ian Guest4 Peter Reed5 Carol Haigh6 Sue Beckingham
The Digital Jungle by BYOD4Learning is licensed under aCreativeCommons 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
321
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?
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.
