it is all about... for the 3 june 16 :) what would you add?

“Forget about social media, it is all about…………………..” Chrissi Nerantzi, @chrissinerantzi, c.nerantzi@mmu.ac.uk

#ualsocialmedia

3 June 2016

Shorts

https://static.pexels.com/photos/5994/man-shorts-people-trunk.jpg

Conole’s (2012) e-learning timeline

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Help!

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23 April 16 @chrissinerantzi #ualsocialmedia

http://cdn.playbuzz.com/cdn/689cce3c-3895-471b-811d-4b41caab19d1/4301eb12-5cec-4b47-8807-ded19cddef2a.gif

Shared with the permission of the individual

@chrissinerantzi #ualsocialmedia

Share YOUR story ;)

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Second hand

https://upload.wikimedia.org/wikipedia/commons/1/19/Clothes_swapping.jpg

http://blog.capitalogix.com/.a/6a00e5502e47b2883301b8d10d4f5c970c-pi

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What about cash?

What are your thoughts?

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What about the Nokia brick?

https://pixabay.com/static/uploads/photo/2014/01/21/07/14/bird-feeder-248946_960_720.jpg

from mass media…

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… to social media

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Tony’s voice “In distance education the equivalent space is owned by network providers and proprietary platforms such as Twitter and Facebook, whose primary motivation is commercial rather than educational, so their environments are designed for commercial benefit. The open education movement has some experience of this type of challenge, as open textbooks and journals have been challenging commercial publishers with similar priorities. The free and open source software community (FOSS) have a long history of providing an alternative to commercial networking, and over the years the open education movement has periodically drawn on the knowledge and experience of the FOSS community. ” (Coughlan, 2016, online)

Tony Coughlan @tjcoughlan

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It is about social and open practices media What does this mean to you? Use the rubber bands & anything else to illustrate this.

Take a picture and share! (activity based on an idea by Sandra Sinfield)

http://www.publicdomainpictures.net/pictures/10000/nahled/2316-12673493218cUP.jpg @chrissinerantzi #ualsocialmedia

Haute couture

https://upload.wikimedia.org/wikipedia/commons/2/26/Blythe_dolls_2006.jpg

“Uniform and standardised approaches to staff development may be becoming less attractive. […] the most effective formal programmes allowed individuals to use and reflect on material generated in their own practice, and integrate this with their own career development.” (Locke et al. 2015)

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Also relevant in other contexts?

“The future of education in the 21st century is not simply about reaching more people, but more about improving the quality and diversity of educational opportunities. How to best organise and support teaching and learning requires imagination, creativity and innovation.” (Dominic Orr, Michele Rimini and Dirk Van Damme, 2015, 11)

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@chrissinerantzi #ualsocialmedia

“Blending creativity and reflection, and infusing them with qualities of imagination and play, creates a powerful cocktail that enhances learning” (James & Brookfield, 2014, 55)

Case 1 FDOL132

(2013) (n=19)

Case 2 #creativeHE

(2015) (n=14)

Initial survey, 19 Qs (n=25)

Final survey, 11 Qs (n=22)

Individual phenomenographic interviews (n=22)

Pool 1 Course 4 categories of description

Pool 3 Collaboration 3 categories of

description

Pool 2 Cross-Boundaries 4 categories of description

Outcome space

Collaborative Open Learning Framework

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Studying how collaborative open learning is experienced in cross-institutional academic development courses (PhD research)

Case 1

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

132

Informal collaborating institutions

Open Education Europa Teacher Contest Finalist 2015

@BYOD4L

@OpenNetLearn

@FOS4L

Case 2

https://courses.p2pu.org/en/courses/2615/creativity-for-learning-in-higher-education/

Informal collaborating institutions & partners

Creativity for Learning in HE by Chrissi Nerantzi for CELT, MMU is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Open Education Europa Teacher Contest Finalist 2015

Shortlisted for Credo Digital Award for Information Literacy 2016, highly commended

Offered also during OEW16

#creativeHE to be offered then again!

Studying how collaborative open learning is experienced in cross-institutional academic development courses

(PhD research)

Cross-boundaries

Collaboration

Course Mixed professional contexts

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Elasticity

“Sometimes I had no time, so, when I was in the bus, or at the university I was given through my smartphone, and if I had, for example, five minutes free I was getting in the community and try to keep up with the material and the thoughts that were shared in it. […] I could go to the community, comment with him, or with her and I found this really interesting. It was the first learning situation which was not in a classroom, or in a university. I was in the bus and I was exchanging opinions, thoughts. It was very interesting.” C1

“We were from two different countries in my group. And that was, I think that was more attractive for me rather than different institutions. I mean if everybody was from UK, maybe because I think, or I feel that I know the UK system and how it works, maybe it wouldn't have made any difference.I see how things are working in different countries. […] So when, they ask something, and I saw that it can work in a certain way because we have done it here in UK I could tell them what we have done and then they can experiment. So from that point of view it felt good, of sharing information.” F7

“I find the learning, the thinking of different ideas, hearing how other people had dealt with it. And 'cos we were so, from such different backgrounds, that's quite useful as well, 'cos obviously I'm a lecturer that is my primary role… […] But there was somebody else who was more from a school background rather than a university background, so it was bringing together lots of different ways of thinking about things. I did find it useful, because I think you need those, you need to think outside, -side the box. […] I would worry, if we'd all been HE lecturers I wonder whether it' d've been the same experience. That we wouldn't've all just gone, "Oh that doesn't work!" “ F2

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@chrissinerantzi #ualsocialmedia

Immersive open collaborator

• Focus on self • Lives elsewhere • No small group participation • Might participate at cohort level • Might use course to complement

other studies, professional recognition

• Uses course instructions • Might get external support

• Focus on self • Lives elsewhere • Low group product

expectations • Some small group

participation • Might use course to

complement other studies, professional recognition

• Support mainly from elsewhere

• Focus on group • Lives in the group • High group product expectations • Might be studying towards credits on

course, or professional recognition • Support mainly from within the group

Share YOUR examples!

Similarities? Residents & Visitors? (White & Le Cornu, 2011)

Authenticity, & anonymity (Webb, 2015)

“The thing I enjoyed most was, there was one night when we were all working on a Google doc together [in a hangout]. And that I found, I just, I don't know. Again it was 'cos it was a new, something new, I just really enjoyed the fact that we were all working on something simultaneous. So it really felt like you were making progress, and it was more than just talking about things, and I liked that.” F2 @chrissinerantzi #ualsocialmedia

Communities

https://pixabay.com/static/uploads/photo/2015/08/26/22/09/community-909149_960_720.jpg @chrissinerantzi #ualsocialmedia

… crossings… • Cross-disciplinary “trading zones” research (Huber &

Morreale, 2002); in ac. development context PgCerts (Parsons, Hill, Holland & Willis, 2012)

• Crossover learning connects formal and informal learning (Sharples et al. 2015)

• Cross-institutional collaboration foster increased engagement in prof. development (Pawlyshyn, Braddlee, Casper and Miller, 2013)

• Cross-cultural diversity may increase participation in online collaborative learning (Mittelmeier, Rienties, and Whitelock, 2016)

• Cross-boundary learning systems democratise HE > HE to work in partnership with the public (Levin, 2004)

• Unbounded curriculum (Hall & Smyth, 2016) as a collective creation by academics and students

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The atelier…

https://c2.staticflickr.com/2/1367/624110500_241d691dc1_o.jpg

Adapting HE to the Social Age of Learning (Nerantzi, Jackson & Beckingham, 2014)

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Socio-constructivism or constructing meaning with others

Constructionism or learning through making

Experiential participatory learning

Open learning resources and practices in the Social Age

What are the opportunities in

your context? What could you do?

Create an airplane, add 3 ideas and let

it fly!

https://upload.wikimedia.org/wikipedia/commons/thumb/e/e1/Origami_airplane.svg/1024px-Origami_airplane.svg.png

@chrissinerantzi #ualsocialmedia

The 5Cs of social learning

(Nerantzi & Beckingham, 2013, 2014, 2015)

Artwork by Ellie Hannan

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Share YOUR example!

Academic CPD Professional Recognition HEA

(AFHEA, FHEA), Good Standing

FLEX developmental CPD programme

Academic qualifications (PgCert, MA in HE)

Informal CPD

FLEX 15 (D1) FLEX 30 (D2) Formal route

Informal route

Learning and Teaching in Higher Education

Chrissi & Sue, first chat Prof. Ale Armellini, No. 56 29 Oct 14 First #LTHEchat

Sep 15 Rotating organising team (3 so far) Feb 15 Golden Tweeter bird (3 so far) Feb 16 First bilingual #LTHEchat

Chrissi Nerantzi, Sue Beckingham, Dr David Walker, Peter Reed

Using Martin Hawksey’s Tags

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@chrissinerantzi #ualsocialmedia

“Problems are things or states that someone thinks are worthy of attention or investigation. They might be visualised from two very different perspectives. The first sees a problem as an issue that needs to be resolved or rectified, the second that there is an opportunity for something different.” (Jackson, 1996, 3)

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Chrissi Nerantzi @chrissinerantzi http://www.slideshare.net/chrissi

Dr Alison James, Carol Yeager, Neil Withnell, Sue Beckingham, Prof. Norman Jackson, Chris, Rowell, Sandra Sinfield, Sue Watling, Tony Coughlan, Margy MacMillan, Haleh Moravej and many many others for our conversations, collaboration and inspiration

@chrissinerantzi #ualsocialmedia

References Beetham, H. (2015) Developing digital know-how: building digital talent. Key issues in framing the digital capabilities of staff in UK HE and FE, Bristol: Jisc, available at http://repository.jisc.ac.uk/6259/1/Deepening_Digital_Knowledge.pdf

Bell, F. (2016) (Dis)connective Practice in Heterotopic Spaces for Networked and Connected Learning, in: Cranmer, S., Don, N. B., de Laat, M. & Sime J.A (2016) Proceedings of the 10th International Conference on Networked Learning 2016, pp. 67-75, available at http://www.networkedlearningconference.org.uk/abstracts/bell_symposium.htm

Coughlan, T. (2016) Networked Open Learning and FOSS, Public Open Scholarship, 16 April 16, available at https://publicscholar.org/2016/04/16/networked-open-learning-and-foss

Hall, R. & Smyth, K., (2016). Dismantling the Curriculum in Higher Education. Open Library of Humanities. 2(1), p.e11. DOI: http://doi.org/10.16995/olh.66

Jackson, N. (1996) Imagining a different world, in: Jackson, N., Oliver, M., Shaw, M. and Wisdom, J. (1996) Developing Creativity in Higher Education, pp. 1-9

Laurillard, D. (2012) Teaching as a Design Science. Building Pedagogical Patterns for Learning and Technology, Oxon: Routledge

Levin, M. (2004) Cross-Boundary Learning Systems – Integrating Universities, Corporations, and Governmental Institutions in Knowledge Generating Systems, in: Systemic Practice and Action Research, Vol. 17, No. 3, June 2004.

Nerantzi, C., Jackson, N. & Beckingam, S. (2014) Adapting HE to the Social Age of Learning: How can social media help?, in: Stodd, J. (ed.), Lifewide Magazine, Issue 11, September 2014, pp. 23-27, available at http://www.lifewidemagazine.co.uk

Nerantzi, C. (2014) Disrupting Higher Education, in: Gejel, J. & Chandler, K. (ed.) Exploring Disruption and Resilience in the Social Age,Lifewide Magazine, Issue 12, December 2014, pp. 82-83, available athttp://www.lifewidemagazine.co.uk/

Nowotny, H., Scott, P and Gibbons, M. (2001) Re-Thinking Science, Knowledge and the Public in the Age of Uncertainty, Cambridge: Polity Press.

Orr, D., M. Rimini and D. van Damme (2015), Open Educational Resources: A Catalyst for Innovation, Educational Research and Innovation, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/9789264247543-en

Sharples, M., Adams, A., Alozie, N., Ferguson, R., FitzGerald, E., Gaved, M., McAndrew, P., Means, B., Remold, J., Rienties, B., Roschelle, J., Vogt, K., Whitelock, D. & Yarnall, L. (2015). Innovating Pedagogy 2015: Open University Innovation Report 4. Milton Keynes: The Open University, available at http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2015.pdf

Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: Engaging head, hands and heart. International Journal of Sustainability in Higher Education, 9, 68-86.

Smyth, K., Vlachopoulos, P., Walker, D., Wheeler, A. (2013).

Palmer, P J (2007) The Courage to teach. Exploring the inner landscape of a teacher’s life, San Francisco: Jossey-Bass

Webb, C. (2015) The art of being you, EDUCA, 3 December, available at http://www.online-educa.com/programme/agenda/sessions/spl04

Wenger, E., White, N. & Smith J. D. (2009) Digital Habitats. Stewarding technology for communities, Portland: CPsquare.

White, D. S. & Le Cornu, A. (2011) Visitors and Residents: A new typology for online engagement, in: First Monday, Volume 16, Number 9 - 5 September 2011 http://firstmonday.org/ojs/index.php/fm/article/view/3171/3049

@chrissinerantzi #ualsocialmedia

“Forget about social media, it is all about social and open practices” University of the Arts London, 3 June 2016

Chrissi Nerantzi, @chrissinerantzi, c.nerantzi@mmu.ac.uk

#ualsocialmedia