towards cross-institutional open learning

an example from Academic Development

Chrissi NerantziAcademic Developer

@chrissinerantzi

Sheffield Hallam University19 March 2012, Sheffield

Discuss with the person next to you your

thoughts about cross-institutional open

learning.

bringing together

“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.” (Wiley, 2006, online)

Networked learning is an active enabler for social learning (Siemens, 2011)

Problem-Based Learning (PBL) enables active, collaborative and peer learning based on ill-structured or authentic scenarios and scaffold enquiry (Savin-Baden 2003; Hmelo-Silver et al. 2009).

context

Academic Development

Postgraduate Certificate in Academic PracticePostgraduate Certificate in Learning and Teaching in HE

Focus: Online cross-institutional collaborative learning

the online trial

familiarisation

socialisation

collaborative PBL

sharing, feeding back

Computer-Supported Intentional Learning EnvironmentsCSILE (Scardamalia and Bereiter 1994)

Computer-mediated collaborative problem-based learning (CMCPBL) (Savin-Baden 2003)

e-tivities (Salmon 2004)

Mills (2006) 5 stage-model

Data collection• individual remote interviews

• surveys (initial and final)

• reflective accounts

findings linked to online cross-institutional collaboration

multi-disciplinary groups

rules

group size

community

technologies

facilitation

discussion

• value cross-institutional practices

• networked learning and the creation of broader communities of practice (Wenger et al, 2011)

• online PBL enabler for collaborative learning

• decentralised but supported delivery models

• pick ‘n’ mix technologies and learning spaces

towards cross-institutional modules and programmes

Using existing resources and expertise more

effectively through sharing and exchange with other institutions.

Utilising freely available social media tools and technologies, accessible to or owned by

learners, enabling enhanced connectivity, thereby increasing buy-in.

Adapting and creating resources collaboratively, preferable as OER and sharing with

other learning communities.

Developing and delivering sessions, modules and

programmes in collaboration and partnership,

thus enriching institutional offers.

Providing learners the opportunity to connect with other learners beyond module and programme level and become active members of

more open learning communities.

Using opportunities for collaboration and shared pedagogical and subject-specific research and scholarly activities to raise standards of teaching and create good relationships among institutions,

transforming competitiveness into cooperation –aiming for a common good.

immediate impact

• CPD activity for academic developers involved

• development of blended Assessment and Feedback for Learning module based on PBL

• Idea born to co-create a fully online and open cross-institutional module with a Swedish partner

• Carry out research to develop a flexible PBL framework for open courses

• TESS programme development based on experiential, social and authentic Problem-Based Learning

cross-institutional module

Flexible, Distance and Online Learning (FDOL)

Research to develop anflexible PBL model for open courses

latest developments

Teaching Essentials (TESS) programme

open access programme – looking for a partner

elsewhere?• 2008 MOOCs Canada and US –

learning in Networks (Steven Downes, George Siemens)

• MIT• Stanford• 2012 MOOC Oxford Brookes coming

soon (announced in Feb 12)

• OER modules: University of Wolverhampton, University of Lincoln

• Related cross-institutional collaborations elsewhere: between Edinburgh Napier and Aston University

our answer

• from competition to collaboration

• from closed to cross-institutional and open

• shared development

• assessment tailored to institutional requirements

• shared facilitation

• peer learning and support

What are the benefits and challenges of cross-

institutional open learning?

references

• Hmelo-Silver, C. E., Derry, S. J., Bitterman, A. and Hatrak, N. (2009) Targeting Transfer in a STELLAR PBL Course for Pre-service Teachers, The Interdisciplinary Journal of Problem-based Learning, Volume 3, No. 2, Fall, pp. 24-42.

• 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 7 Feb 2012].

• Mills, D (2006) Problem-based learning: An overview, available at http://www.csap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4[accessed 5 Feb 2012]

• Savin-Baden, M (2003) Facilitating Problem-Based Learning, Illuminating Perspective, Maidenhead: SRHE and Open University Press.

• Scardamalia, M. and Bereiter, C. (1994) ‘Computer support for knowledge-building communities’ in The Journal of Learning Sciences, 3(3), 256-283.

• Siemens, G. (2011) Moving beyond self-directed learning: Network-directed learning, 1 May, available at http://www.connectivism.ca/?p=307[accessed 27 Jan 2012]

• Wenger, E., Trayer, B. and de Laat, M. (2011) Promoting and assessing value creation in communities and networks: a conceptual framework, Rapport 18, Ruud de Moor Centrum, Open Universiteit, available at http://www.social-learning-strategies.com/documents/Wenger_Trayner_DeLaat_Value_creation.pdf [accessed 3 Feb 2012]

• 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 28 Jan 2012]

Chrissi NerantziAcademic Developerww.adu.salford.ac.uk

c.nerantzi@salford.ac.uk@chrissinerantzi, @pgcap

towards cross-institutional open learning

an example from Academic Development