Chrissi Nerantzi @chrissinerantzi

The developer’s real new clothes… Is cross-boundary learning the new cross-disciplinary learning?

Exploring collaborative open learner experiences in cross-institutional academic development courses , a Phd project work-in-progress

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3-4 November 2016 21st Annual SEDA Conference, Surviving and Thriving – Effective Innovation and Collaboration in the New Higher Education, Brighton

abridged version

Learning outcomes

By the end of this session, delegates will be able to:

• Gain an insight into key findings around the principles of effective collaborative open learning

• Discuss cross-boundary learning in the context of cross-institutional academic development and relevance for their own practice

• Discuss the potential use of the collaborative open learning framework from the study for their practice

Want better quality teaching?

Competition

Collaboration

Research questions

• RQ1: How are open cross-institutional academic development courses that have been designed to provide opportunities for collaborative learning experienced by learners?

• RQ2: Which characteristics of open cross-institutional academic development courses most strongly influence learners' experience and how?

• RQ3: Drawing upon research findings from RQ1 and RQ2, what could be the key features of a proposed collaborative open learning framework for open cross-institutional academic development courses?

Initial survey, 19 Qs (n=25)

Final survey, 11 Qs (n=22)

Individual phenomenographic interviews (n=22) (main data collection method)

Pool 1 Course

4 categories of description

Pool 3 Collaboration 3 categories of

description

Pool 2 Cross-Boundaries

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 1

FDOL132 (2013) (n=19)

Case 2 #creativeHE (2015) (n=14)

+ Surveys findings

Two surveys, (supplementary data collection method)

Collective case (Stake, 1995)

Dis-cuss-ion of

RQ1 and RQ2

Open-ness in

HE

Digital tech-

nologies and

frameworks

Learning with

others in groups

Academic development

Literature

Researcher’s positioning

The two open courses

http://freephoto.cc/laptop-and-orange-cup-opposite-the-window-with-trees-and-houses-view/

Case 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 1

https://fdol.wordpress.com/fdol132/

Study participants and survey data

https://upload.wikimedia.org/wikipedia/commons/8/8d/Folla_in_piazza_del_campo.jpg

All data collected by December 2015

Details Case 1

FDOL132

Case 2

#creativeHE

Case 1 + Case 2

Expression of interest 20 28 48

Completed consent

form, participants in

study

19 14 33

Completed initial survey 17 8 25

Completed final survey 11 11 22

Interviews 11 11 22

“The botanist finds new species and, therefore, must construct new categories. Only then can the botanist determine how these new categories fit into the whole system of species classification. In this sense, the work of our fictitious botanist and the work of the phenomenographer are related. Just as the botanist finds and classifies previously undiscovered species of plants, the phenomenographer must discover and classify previously unspecified ways in which people think about certain aspects of reality. Because the different forms of thought are usually described in terms of categories, categories and organised systems of categories are the most important component of phenomenographic research.” (Marton, 1986, 35)

Source: https://en.wikipedia.org/wiki/Vaccinium_myrtillus

Phenomenography (categories of description and

outcome space)

“The process is tedious, time-consuming, labor-intensive, and interactive. It entails the continual sorting and re-sorting of data. Definitions for categories are tested against the data, adjusted, and adjusted again. There is, however, a decreasing rate of change, eventually the whole system of meanings is stabilized.” (Marton, 1986, 43)

https://c2.staticflickr.com/8/7460/9263497084_75c6472010_b.jpg

Pool of Meanings

Course Cross-boundaries

Collaboration

Collaborative open learning in cross-institutional academic development

Cross-boundaries

https://pixabay.com/static/uploads/photo/2016/03/05/20/37/ad-1238799_960_720.jpg

Outcome space

https://pixabay.com/static/uploads/photo/2016/08/08/20/35/space-1579231_960_720.jpg

Cross-boundary collaborative open learning framework

for cross-institutional academic development

Outcome space (phenomenographic

output) Literature

Learner needs

Design considerations

Learner engagement

patterns

Cross-boundary collaborative open learning framework for cross-institutional academic development

Let’s use it!

Spinning framework designed by Ellie Hannn

Share a collaborative learning situation from your practice. What could be enhanced and why? Could the framework help? In what way?

by Chrissi Nerantzi CC BY-NC-SA

Thank you to… Adam Frank, Thanassis and Odysseas, Prof. Keith Smyth, Dr Karen Aitchison, Tom McEwa, Dr Sandra Cairncross, Dr Norrie Brown, Lars Uhlin, Penny Sweasey, Prof. Ale Armellini, Bernard Lisewski, Prof. Carol Haigh, Chris Rowell, Simon Thomson, Carol Yeager, Dr Charles Neame, David Hopkins, Frances Bell, Dr Stephen Powell, Dr Peter Gossman, Dr Leslie Robinson, Prof. Norman Jackson, Dr Janice Whatley, Viviene Vladimirschi, Dr Bea de los Arcos, Beck Pitt, Dr Cristina Costa, colleagues from the Global OER Graduate Network, Penny Bentley, Margy MacMillian, Stephan Caspar, Viviene Vladimirschi, Dr Stephen Powell, Frances Bell, Ronald Macintyre, Nikos Moratoglou, Denis MacGrath, Dr Whitney Kilgore, Dr Sukaina Walji, Ellie Hannan, study participants from FDOL132 and #creativeHE, colleagues at the University of Salford, the Karolinska Institutet, Manchester Metropolitan University, London Metropolitan University, University of Macedonia, University of Hull, Lifewide Education and Creative Academic and many others from other parts of this world who participated in FDOL132 and #creativeHE.

References Bamber, V. (2009) Framing Development: Concepts, Factors and Challenges in CPD Frameworks for Academics, in: Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, Vol. 4, No. 1, April 2009, pp. 4-25. British Council (2015) Connecting Universities: Future models of higher education. Analysing innovative models for Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka An Economist Intelligence Unit report produced for the British Council, January 2015, available at http://www.britishcouncil.org/sites/britishcouncil.uk2/files/new_university_models_jan2015_print.pdf Cape Town Meeting Participants (2008) “The Cape Town Open Education Declaration,” online], available from: http://www.capetowndeclaration.org/read-the-declaration Cochrane, T., Antonczak, L., Keegan, H. & Narayan, V. (2014) Riding the wave of BYOD: developing a framework for creative pedagogies, in: Research in Learning Technology, Vol. 22, 2014, pp. 1-14. Crawford, K. (2009) Continuing Professional Development in Higher Education: Voices from Below, EdD thesis, University of Lincoln, available at http://eprints.lincoln.ac.uk/2146/1/Crawford-Ed%28D%29Thesis-CPDinHE-FINAL%28Sept09%29.pdf European Commission (2015) Draft 2015 Joint Report of the Council and the Commission on the implementation of the Strategic framework for European cooperation in education and training (ET2020). New priorities for European cooperation in education and training, Brussels: European Commission, available at http://ec.europa.eu/education/documents/et-2020-draft-joint-report-408-2015_en.pdf European Commission (2013) High Level Group on the Modernisation of Higher Education. Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher education institutions, European Union, available at http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf Fontana, A. & Frey, JH. (1994). "Interviewing the art of science" in NK Denzin and YS Lincoln (eds) Handbook of Qualitative Research, pp. 361-376. HEFCE (2011) Collaborate to compete – Seizing the opportunity of online learning for UK higher education. available at: http://bit.ly/gZIoBB King, H. (2004) Continuing Professional Development in Higher Education: what do academics do?, in: Educational Developments, Issue 5.4, Dec. 2004, pp. 1-5, available at http://www.seda.ac.uk/resources/files/publications_25_Educational%20Dev%205.4.pdf Marton, F. (1981) Phenomenography – describing conceptions of the world around us, Instructional Science, 10, pp. 177-200. Nerantzi, C. (2011) Freeing education within and beyond academic development. In: Greener, S. and Rospigliosi, A. Proceedings of the 10th European Conference on e-Learning, Brighton Business School, University of Brighton, 10-11 November, pp. 558-566, Academic Conferences International. NMC Higher Education Edition (2015), available at http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf Patton, M. Q. (2002) Qualitative research and evaluation methods (3rd ed.), Thousand Oaks: California: Sage. Smyth, K., Vlachopoulos, P., Walker, D., Wheeler, A. (2013). Cross-Institutional development of an online open course for educators: confronting current challenges and imagining future possibilities. In Carter, H, Gosper M. and Hedberg, J. (eds.), Electric Dreams. Proceedings ascilite 2013 Sydney. (pp.826-829) Stake, R. E. (1995) The Art of Case Study Research. Thousand Oaks: Sage. The Scottish Open Declaration (2015), available at http://declaration.openscot.net/ The Wales Open Education Declaration of Intend (2013), available at http://www.oerwales.ac.uk/?page_id=4

Chrissi Nerantzi @chrissinerantzi

The developer’s real new clothes… Is cross-boundary learning the new cross-disciplinary learning?

Exploring collaborative open learner experiences in cross-institutional academic development courses , a Phd project work-in-progress

htt

p:/

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3-4 November 2016 21st Annual SEDA Conference, Surviving and Thriving – Effective Innovation and Collaboration in the New Higher Education, Brighton