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Better together? Chrissi Nerantzi and Dr Stephen Powell, Centre for Excellence in Learning and Teaching

#TELfest 13 September 2017, Manchester Metropolitan University

The plan • Sharing experiences • Frameworks with collaborative

learning features supported by technology, a brief overview

• A phenomenographic study and a cross-boundary collaborative open learning framework

• Your context and practice

image source: http://www.jisc.ac.uk/sites/default/files/globe-lights.jpg

Activity Share your online learning and/or teaching experience. What do you remember? Have you learnt collaborative online? Supported collaborative online learning? Capture on a sticky note and add to the designated area on the wall.

http://pixabay.com/p-218421/

Education is not content!

Cooperation - collaboration

What is your understanding?

Social constructivism (Vygotsky, 1978) Experiential learning (Dewey, 1938)

Product vs process

What is your experience telling you?

The human dimension

How does it shape collaborative online learning?

Collaborative learning…

“collaborative learning is commonly seen as group learning where individuals work together, rather than on discrete individual tasks, towards a shared goal.” (Nerantzi, 2017, 31) But also… “a situation in which two or more people learn or attempt to learn something together” (Dillenbourg, 1999, 1) “learning from collaboration” (Dillenbourg, 1999, 5) “collaboration as learning” (Nerantzi & Gossman, 2015)

Year first appeared Framework Type of framework Formal/

informal

Designed for mode of

application

Adaptations Education sector Open education

1971 OU SOL (Supported Open Learning) model (Swan,

2004; McAndrew & Weller, 2005; Jones et al.,

2009; also mentioned in Weller, 2014; Jones, 2015)

Conceptual Formal Distance learning

Blended learning,

online learning

HE

1985 Computer-Supported Collaborative Learning (CSCL)

(Stahl et al., 2006)

Conceptual Formal, informal Learning supported by

technology

Schools, HE

1991 Community of Practice (Lave and Wenger, 1991) Evidence-based Informal Learning Online learning,

Blended learning

2000 Community of Inquiry framework (Garrison et al.,

2000; 2010)

Conceptual Formal Blended learning Online learning HE

2002 5-stage model

(Salmon, 2002; Salmon, 2013)

Evidence-based Formal Online learning

Blended learning HE MOOCs

2002 Conversational Framework (Laurillard, 2002)

Conceptual Formal Learning supported by

technology

HE

2009 3E Framework (Smyth, 2009)

Evidence-based Formal Blended learning Online learning FE, HE

2012 Online Collaborative Learning Theory (Harasim,

2012)

Evidence-based Formal Online learning HE

2013 7Cs of the Learning Design Framework (Conole,

2013b)

Conceptual Formal Blended learning, Online

learning

HE MOOCs

2014 5C Framework (Nerantzi & Beckingham, 2015b) Conceptual Formal, informal Online learning Learning supported by

technology

HE Open courses

Key features of reviewed frameworks

Community

Choice Activities

Facilitator support

Collaboration fostered

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

Pool 1 Course

4 categories of description

Initial survey, 19 Qs (n=25)

Final survey, 3 Qs (n=22)

Pool 3 Collaboration 3 categories of

description

Pool 2 Boundary crossing

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 study 1 FDOL132 (2013) (n=19)

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

+

Collective case study (Stake, 1995)

Surveys findings

Two surveys, (demographics and background information)

RQ1 and RQ2 Disc.

Open-ness in

HE

Digital tech and frame-works

Learning with

others in groups

Academic development

Literature

Researcher’s positioning

A p

hen

om

eno

grap

hic

stu

dy

(Ner

antz

i, 2

01

7)

Case study 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 study 1

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

Collective case study approach to collect data

PBL Negotiated

Learning in groups was a choice!

Groups supported by facilitators from collab institutions

Knowing each other PBL groups

“It's about being able to read the other person's body language, and, and things like that. I don't know. That's what I assume it is. I just feel that it, it was that that gave it the personal feel [...]. I felt like I knew everybody because I knew what they looked like and, you know. And I think that made a difference. Then they weren't just, […]. you know, an icon on a computer screen, that I'd recognised them as a human being if that makes sense.” participant F2

Open learning as course organisation (C1.1)

Open learning as a facilitated ex. (C1.2)

Open learning as an activity-based ex. (C1.3)

Open learning as designed for collaboration (C1.4)

Cross-boundary learning through modes of partici-pation (C2.1)

Cross-boundary learning through time, places and space (C2.2)

Cross-boundary learning through diverse pro- fessional contexts (C2.4)

Cross-boundary learning through culture and language (C2.3)

Stru

ctu

ral f

acto

rs (

Are

a A

) Li

ved

exp

erie

nce

(A

rea

B)

Collaboration as engagement in learning (C3.1) Selective

Immersive

Collaboration as relationship building (C3.3)

Group focus

Collaboration as shared product creation (C3.2)

Process-focus High product expectations

Individual focus Process-focus Low product expectations

Ou

tco

me

spac

e (N

eran

tzi,

20

17

)

Issues Strategies that helped overcome issues

Technology Facilitator support

Language Peers in groups, community

Rigid pedagogical design Interest in diverse others

Group product Regular synchronous gatherings and collaborative working

Time Focus on process

Local support

Media-rich resources

Flexible design

Cross-boundary collaborative open learning framework for cross-institutional academic development (Nerantzi, 2017)

Visualisation by Elizabeth Walshaw

What are the implications for your practice? Work in groups and discuss.

References

• Dillenbourg P., 1999. What do you mean by collaborative learning?. In: Dillenbourg, P., ed., 1999. Collaborative-learning: Cognitive and computational approaches. Oxford: Elsevier. pp.1-19. Accessed online from http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.1.14.pdf on 26th June 2014.

• Johnson, D. W. & Johnson, R., 2009. An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38, pp.365-379. Accessed from http://njbullying.org/documents/collaborativemodelsreview.pdf

• Nerantzi, C., 2017. Towards a cross-boundary collaborative open learning framework in cross-institutional academic development, PhD thesis, Edinburgh: Edinburgh Napier University.

• Nerantzi, C. & Gossman, P., 2015. Towards collaboration as learning. An evaluation of an open CPD opportunity for HE teachers, in: Research in Learning Technology Journal, 23. Accessed from http://www.researchinlearningtechnology.net/index.php/rlt/article/view/26967

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Better together? Chrissi Nerantzi and Dr Stephen Powell

TELfest 13 September 2017, Manchester Metropolitan University

Join us for this development opportunity! We start on the 2nd of October 17

Experience online learning as a learner

Flexible, Open and Social learning course open to all, staff, students, the public

You can work towards academic credits or use the course for informal CPD

Site available at https://foslearning.wordpress.com/

Community space at https://plus.google.com/communities/105168012355632331504

CELT info about FLEX [FOS] http://www.celt.mmu.ac.uk/cpd/accredited/unit_details.php?unit_id=269

Note if you are external to MMU and would like to work towards academic credits, there will be a cost.