#GO_GN goes to Cape Town, see you there ;)

go-gn_memberI feel very fortunate to be a member of the Global OER Graduate Network since September 2015. Thanks to GO-GN I have connected with many fellow PhD students in open education from across the world as well as  experienced and successful GO-GN scholars.

Until this happened, being a PhD student was an extremely lonely experience and while many will say that the internal motivation is a strong  motivator to go on… external stimulation and feeling part of a community play a vital role in helping us feel stronger, and help us believe that we can do this.

In a few weeks time, I will be travelling to Cape Town. Not really looking forward to the flight… but I won’t be on my own and it will be mainly during the night, so hopefully, I will be able to close my eyes and just imagine I am somewhere else.

Can’t wait to see everybody in Cape Town for the next GO-GN event (just did my homework and the draft presentation linked to my studies is also ready). Planning to sprinkle local pictures over it when I am there. Will be exciting to find out about my peers research and the progress they are making. Last year, it has been such a valuable experience in Krakow. I had no idea what to expect when I arrived there. The GO-GN event was particularly successful as there were peers at different stages of their studies and that helped me position myself, realise that I had made some progress, but also see where you were hoping to go. They say it is not healthy to compare yourself with others, and I agree, but in this case, it just worked and motivated me to do more and better to get there. The selection of peers was therefore spot on, I feel. The Open Education Global 2016 that took place afterwards was also an enlightening experience.

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flickr photo by wenzday01 https://flickr.com/photos/wenzday01/17820776192 shared under a Creative Commons (BY-NC-ND) license

This year, I will have the opportunity to present some of the findings linked to my research at the Open Education Global 2017 conference which will take after our GO-GN event. I have just submitted the second full draft of my thesis to supervisors and am waiting for their feedback. The abstract I submitted for the conference is the following:

Opening-up the HE box through cross-boundary collaborative open learning in cross-institutional academic development

Chrissi Nerantzi

This contribution reports on the development of an openly licenced cross-boundary collaborative open learning framework for cross-institutional academic development, one of the key outputs of a doctoral phenomenographic study.

While competition and financial incentives seems to be the drivers for teaching excellence in the United Kingdom, this study proposes collaboration and openness instead. This includes practitioner led collaboration among Higher Education Institutions, as well as collaborative open learning among diverse academic staff, students and the public.

Two opened-up cross-institutional academic development courses developed and offered using social media were used to explore the lived learner experience in collaborative open learning in these settings through a series of semi-structured interviews which formed the basis of the phenomenographic analysis. The findings illustrate learner engagement patterns of the ‘selective’ and ‘immersive’ collaborator, their behaviours and needs. These were used to inform the framework. The findings provide evidence about the fluidity of open learning online and offline, and the impact cross-boundary learning experiences and community have for engagement in learning.

This study has shown that cross-boundary collaborative learning can act as a powerful motivator for engagement in professional and personal development. Can we afford to ignore collaboration and openness as drivers for teaching excellence and innovation?

Thank you to all colleagues from GO-GN and my peers whom I have met online and offline for bringing light into my PhD journey. The conversations we had especially with Viv and Penny about our studies have been invaluable! I am sure that many of the connections will last far beyond these studies and I will be forever grateful to Bea, Beck, Nat, Rob and Martin, the GO-GN team, for creating so many valuable opportunities and supporting me in such a fruitful way.

I hope to see you there 😉


If you are a PhD student in open education, check out GO-GN and join this valuable community!!!

 

 

timeline of ac dev & learning tech in the UK #phdchat #go_gn

I have been thinking about the timelines I created for my PhD thesis and while this study is in academic development, I can not ignore the developments in Learning Technology in the UK and have therefore created a third timeline that synthesises the developments in Academic Development and Learning Technology in the UK.

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Timeline of academic development and learning technology in the UK (Nerantzi, 2017)

I would like to thank colleagues from the SEDA and ALT communities for their help. As always, very much appreciated.

Chrissi

 

 

timeline of digital networked technologies and open education #phdchat #go_gn

In my previous post I shared the timeline of academic development in the UK I created for the related literature review section of my thesis.

Below you will find one more timeline which I thought would be useful to synthesise technological and open education developments that are relevant to my study.

This attempt to visualise these developments together using a similar approach as shown in the academic development timeline (Thank you Dr Stephen Powell for suggesting this format), is based on Grainne Conole‘s e-learning timeline from 2012 and Weller’s (2016) OER history.

I am looking forward to your comments and suggestions to finalise this.

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Timeline of digital networked technologies and open education developments based on Conole (2012) and Weller (2016)

References
Conole, G., 2012. E-learning in higher education, new technologies and education for multilingualism, second rectors’ conference, European parliament, Brussels, 18-19 October 2012. [keynote]. Accessed from http://www.europarl.europa.eu/interp/rectorsconference2012/docs/pdf/conole_presentation.pdf on 28th May 2016.

Weller, M. 2016c. Emerging OER discipline, 7 September 2016. Accessed from http://www.slideshare.net/mweller/emerging-oer-discipline on 18 December 2016.

 

Timeline of academic development in the UK #phdchat #go_gn

For the last four years I have been and still am a PhD student at Edinburgh Napier University in the area of collaborative open learning in cross-institutional academic development in the UK. One of the main outputs of this phenomenographic study is the cross-boundary collaborative open learning framework. More info about my study can be found here.

Since September 2016 I have been revising the first full draft.

During this process, I realised that a timeline for the literature review section around   academic development, would be useful to capture important milestones in the area and the ones related to HE in the UK. This would give the reader a quick visual overview.

I was surprised at how little specific information I could find in the literature especially around historic academic development provision and particularly dates linked to provision and when it all started. Is this linked to the fact that in the first years of its existence not much was written about academic development?

This led me to reach out to the SEDA community for help via the Jisc mailing list. I am  grateful for all colleagues who responded and helped me add some vital pieces to this timeline.

The below is this timeline.

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Timeline of academic development in the UK (Nerantzi, 2016)

If you are reading this, and have more accurate information, that should be included/replaced in the timeline, please let me know.

Thank you.

Chrissi

a new hashtag is born #LTHEevent

Recently, I was asked to identify Learning and Teaching conferences that are happening, which might be useful for colleagues to attend and present and we could share regularly with our colleagues at MMU.

There is so so much happening and it is hard to decide which ones to include in the small selection we have added to our website and through our monthly newsletter. We added a section to the website which links to regular events that are happening throughout the year as well as a link to a really useful website which is linked to a database on conferences worldwide not exclusively linked to learning and teaching. To access this page, please click here.

Then the idea popped into my head that in order to keep the order fresh and versatile, it would be great if we could find a way to curate such events more widely so that it doesn’t become a task that one or a few people do but the wider community.

lightbulb

image source here

Eureka!

We can use a hashtag and invite colleagues to share their events and conferences with all of us. I tweeted this yesterday and hope that people will find this useful so that we can share exciting events that are happening throughout the year.

The proposed hashtag is #LTHEevent

Please use this if you think, this is a good idea, to collaboratively curate LTHE events that will be useful for others. Thank you 😉

 

#DAPP162 session 4 >>> 1+1=20

Yesterday, was our last session.

I was full of excitement and had prepared a double surprise. I couldn’t wait and despite the rain, we went ahead. Dr Nikos Fachantidis from the University of Macedonia (Greece) joined us who is a valuable collaborator on the #creativeHE course with his students and it was a great opportunity to share some of the work we do and enable him to get a flavour of some of the work we do with our academics.

I based the ‘session’ on a game I have played before. It is a mix of PBL and game-based learning. I have played it many times. Each time it is a unique experience and it always seems to be valuable for those participating. This time there was no cash for getting an artefact/object/resource that could help turning something tricky into something exciting and make learning memorable and stick.

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in action… image source

It was very interesting that this created an additional challenge, which was however overcome through collaboration and resourcefulness that did develop through the conversations and explorations, it seems. Colleagues from different disciplines worked together and helped creatively problem-solve a teaching situation that didn’t work well. I was amazed at the ideas and the result and it was definitely time well spent outside the classroom that will lead to specific changes to practice. There is really something about changing environment and getting outside! I am really looking forward to find out how the ideas will continue to grow and how they are implemented in the classroom. 

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findings… image source

I would like to share two things I learnt today.  

  • The game works with really large, medium, smaller and really small groups, which is good to know. Adjustments have, of course, to be made and were made. My key question, is how can we make such experiences buzz-full regardless group size?
  • Examples don’t always work. They seem to be channeling thinking… and leading… and directing… we need to find more sophisticated ways when using them. I need to think about this a bit more. (Often) It is not what you do it, but how and why…

Only one out of 20 #DAPP162 students came to this class. How would you feel?

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Thank you Niko for joining in. Image source

This was our last session today. 

Missing you all already. 

#DAPP162 session 3 >>> planning for learning

A session around planning for learning and learning theories…

The plan today was to model self-directed learning. In my work process and modelling is perhaps more important that product… does this make sense? After sharing the outcomes for the session and reminding colleagues about the assessment for the unit, I deleted the presentation.

Yes, I deleted the presentation in front of my colleagues eyes and asked the group to design the main part of the session… I did help a tiny bit by providing a series of resources as well as suggesting a circuit training approach… perhaps I helped too much?

What follows are my thoughts as it was happening… using a sort of line poem approach… inspired by Dr Sam Illingworth and a Greenhouse session around using poetry in teaching.

Slow

Slower

Time

The right time?

Conversations

Conversations

Slow

Delete

Done

Was this right?

Discussions

Lost?

Wondering

Wandering?

Purpose

Going somewhere?

Anywhere?

Lost?

Can this work?

Silence?

Lost?

Confused?

Confused?

Very confused/

Coming together

Slow

Thinking

Questions

Sharing

Progress?

Discussions

Questions

Laughter

Smiles

Thinking

Designing

Coming together

Negotiating

Laughter

Confused

Negotiating

Going somewhere

But where?

Smiling

Laughter

Determination

Doing it

Doing it

All coming together

Almost done

Time?

Almost no more time

No more time

Excitement

Done?

Done.

Did it work?

For some?

Rollercoaster…

poem

drawing the poem… using Doodlefan

Some pictures follow or the above story in pictures

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designing for learning and learning through designing (image source)

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Taking learning outside the classroom… follow me… (image source)

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Threshold concepts in action (image source)

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How you felt and what you thought of this process… (image source)

Next week is our last session and I am taking you all to Manchester City Centre. I can’t wait!