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TOGETHER or finding each other in the digital jungles ELESIG event, 25 February 2015, LJMU
Chrissi Nerantzi @chrissinerantzi
image source: http://www.jisc.ac.uk/sites/default/files/globe-lights.jpg
Capture the benefits of scholarly inquiry into teaching on a sticky note swap discuss briefly
... but how do we do this?
“[...] the scholarship of teaching and learning [...] involves systematic study of teaching and/or learning and the public sharing and review of such work through presentations, performance, or publications’ (McKinney, 2006, p. 39)
Jim Turner’s brief:
“I want to allow people to see how networks like yours can not only connect people but also generate research. Of course this stuff has its issues too, but I would love you to present what you have been doing in this area, what you have seen elsewhere, where this has worked and where you think it might be leading.” (Turner, email 21 Nov 14)
The plan
• scholarship through our eyes
• examples from practice and connecting with colleagues
• thinking about the future and doing something about it
Universities are spaces to....
• sustain conversations
• shape the future of human life
• stimulate innovation
• shape new structures of and for learning
• shape new pedagogies
from ECEL2011 keynote by Prof. Anne Boddington, Dean of the Faculty of Arts, University of Brighton
• RESEARCH
• PLAYFULLNESS
• COLLABORATION
• TAKING RISKS
• NEW THINKING
http://pixabay.com/p-218421/
http://upload.wikimedia.org/wikipedia/commons/thumb/e/e9/USMC-101008-M-1558F-390.jpg/640px-USMC-101008-M-1558F-390.jpg
Positioning...
"In the varied topography of professional practice, there is a high, hard ground
overlooking a swamp. On the high ground, manageable problems lend themselves to
solution though the application of research-based theory and technique. In the
swampy lowland, messy, confusing problems defy technical solution. The irony of this
situation is that the problem of the high ground tend to be relatively unimportant to
individuals or society at large, however great their technical interest may be, while in
the swamp lie the problems of greatest human concern.
The practitioner must choose. Shall he remain on the high ground where he can solve
relatively unimportant problems according to prevailing standards of rigor, or shall he
descend to the swamp of important problems and non rigorous inquiry?“ (Schön, 1987,
3)
“The almost unlimited resources provided by the information network serve as a set of nutrients, constantly selected and incorporated into the bounded environment of a petri dish, which provides the impetus for experimentation, play, and learning. Accordingly, the culture that emerges, the new culture of learning, is a culture of collective inquiry that harnesses the resources of the network and transforms them into nutrients within the petri dish environment, turning it into a space of play and experimentation. “ That moment of fusion between unlimited resources and a bounded environment creates a space that does not simply allow for imagination, it requires it. Only when we care about experimentation, play, and questions more than efficiency, outcomes, and answers do we have a space that is truly open to the imagination. And where imaginations play, learning happens.” (Douglas & Seely Brown, 2011, 118)
Conferences: Remember it is NOT about you!!! Find out what other
people are doing and share.
http://www.slideshare.net/MELSIG/jethro-ppp-sig
step by step
http://api.ning.com/files/vefNXkfoBTqRPn0oY9715ZR8oUcdZdKgA7Jj7dozmHMTQhB9j9XJi1ev9AgdkvE2NG9Mvj7fIBEtDFK8gBBJasy6CUZpKLl4/footstep2.jpg
Source: http://truthanddare.ca/wp-content/uploads/2014/02/If-you-want-to-go-fast-go-alone-if-you-want-to-go-far-go-together.jpg
Academia gets social (Owens, 2014)
social media, social networks
Social media for research
“Social media as places where some academics express and experience care.” Veletsianos (2014, online)
scholarly activities: examples from your practice
A module in your pocket
Warning! Modelling effective mobile learning is infectious, an example from Higher Education
by
Chrissi Nerantzi, Juliette Wilson, Nadine Munro,
Gemma Lace-Costigan & Neil Currie
Best Case Study Award 2014
Nerantzi & Uhlin (2012)
Lars Uhlin Educational Developer Karolinska Institutet, Sweden
FDOL131 course design Nerantzi
& Uhlin (2012)
FDOL132 course design
Nerantzi, Uhlin and
Kvarnström (2013)
Sue Beckingham Academic Developer
Sheffield Hallam University
@suebecks
5C Framework (Nerantzi &
Beckingham, 2014, linear
visualisation
5C Framework (Nerantzi &
Beckingham, 2014, non-linear
visualisation Nerantzi & Uhlin (2012)
A scalable open cross-institutional CPD model (Nerantzi & Beckingham,
submitted)
Stage 1. Cottage industry, focus on
individual collaborators
Stage 2: Scaling up, instable approach:
focus on institutional collaboration and
individual collaborators, unregulated
number of facilitators
Stage 3: Scaling up, stabilised,
strategic approach: focused on
institutional collaboration with defined
extra-institutional collaborators,
regulated number of facilitators,
introduction of mentors
Sue Beckingham Sheffield Hallam University
Dr David Walker University of Sussex
Peter Reed University of Liverpool
Creativity projects, how ideas grow... • Creativity in
Development • Creativity for
Learning (Pgcert/MA Academic Practice module)
• open course Creativity for Learning in HE
• longitudinal, multi-institutional collaborative research project “The Creative Academics”
http://www.creativeacademic.uk/
https://p2pu.org/en/courses/2615/creativity-for-learning-in-higher-education/
http://www.creativityindevelopment.co.uk/
Prof. Norman Jackson Founder of Lifewide Education
Dr Alison James, PFHEA, NTF
social authoring
social peer review
writing with others collaboratively using social media
writing on own but in social spaces and invite others to comment on work-in-progress
distributed collaboration
Carol Yeager
Sue Beckingham
http://i301.photobucket.com/albums/nn71/empireofrisingsun/Maps/9mYDW-1.png
BYOD4L research
• build-into the design
• collaborative
• ongoing
• open sharing and dissemination
• activities so far: https://byod4learning.wordpress.com/about/research/
saying “yes”
Sue Beckingham Academic Developer
Sheffield Hallam University
@suebecks
Prof. Norman Jackson Founder of Lifewide Education
http://www.lifewidemagazine.co.uk/
open facilitators stories
Carol Yeager
co-authoring in real-time
co-authoring asynchronously Sue Beckingham Sheffield Hallam University
new book publication: Smart learning, Andrew Middleton
(ed.)
social peer review: advantages, disadvantages?
scholarly activities: examples from your practice
What I have learnt so far
• Commit to a
project, if you can’t, say NO from the outset!
• Be open to new ways to collaborate
• Use it as an opportunity to learn and develop
• Be flexible! • Maximise on
strengths • Be tolerant • Create a sense of
community
Interested in open education? Check out
http://www.icore-online.org/
http://oer15.oerconf.org/
References
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.
Deutsch, M. (1949) A theory of cooperation and competition, in: Human Relations, 2, pp. 129-152.
Douglas, 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.
McKinney, K. (2006). Attitudinal and structural factors contributing to challenges in the work of the scholarship of teaching and learning. New Directions for Institutional Research, 129 (Summer), 37-50.
Nash, R. (2004) Liberating Scholarly Writing. The Power of Personal Narrative, New York: Teachers College Press.
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, available athttp://www.learninglives.co.uk/e-book.html.
Nerantzi, C., Middleton, A. & Beckingham, S. (2014) 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, pp. 1-10, available at http://www.openeducationeuropa.eu/en/article/Learning-in-cyber-physical-worlds_From-field_39_2
Owens, B. (2014) Academic gets social, Worldreport, 22 November 2014, available at http://download.thelancet.com/pdfs/journals/lancet/PIIS0140673614622303.pdf?id=aaaLF712QD86rcNMxjrNu
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
Schoen, D. (1987) Educating the Reflective Practitioner, San Francisco: Jossey-Bass.
Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Hybrid Pedagogy. Available at http://learnerexperiences.hybridpedagogy.comccessed6 May
Weller, M. (2011) The Digital Scholar. How Technology is transforming scholarly practice, London: Bloomsbury
Wenger, E. (online) Intro to communities of practice, available at http://wenger-trayner.com/theory/
White, D. & Le Cornu, A. (2011) Visitors and Residents: A new typology for online engagement, First Monday, Volume 16, Number 9 - 5 September 2011, available at http://firstmonday.org/ojs/index.php/fm/article/view/3171/3049
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
TOGETHER or finding each other in the digital jungles ELESIG event, 25 February 2015, LJMU
Chrissi Nerantzi @chrissinerantzi
image source: http://www.jisc.ac.uk/sites/default/files/globe-lights.jpg
