It is all about... for the 3 June 16 :) What would you add?
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The document discusses the transformation of education in the social media age, emphasizing the importance of social and open practices over traditional methods. It references various educational theories and collaborative frameworks, highlighting the role of cross-institutional and cross-cultural interactions in enhancing learning experiences. Various contributions from educators and researchers illustrate the need for creativity, imagination, and community engagement in modern educational practices.
![“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)
@chrissinerantzi #ualsocialmedia
Also relevant in other contexts?](https://image.slidesharecdn.com/cnteaseritsallabout-160428192030/85/It-is-all-about-for-the-3-June-16-What-would-you-add-18-320.jpg)
![“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
@chrissinerantzi #ualsocialmedia](https://image.slidesharecdn.com/cnteaseritsallabout-160428192030/85/It-is-all-about-for-the-3-June-16-What-would-you-add-25-320.jpg)
![“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](https://image.slidesharecdn.com/cnteaseritsallabout-160428192030/85/It-is-all-about-for-the-3-June-16-What-would-you-add-27-320.jpg)
It is all about... for the 3 June 16 :) What would you add?
- 1. “Forget about social media, it is all about…………………..” Chrissi Nerantzi, @chrissinerantzi, c.nerantzi@mmu.ac.uk #ualsocialmedia 3 June 2016
- 4. Conole’s (2012) e-learning timeline @chrissinerantzi #ualsocialmedia
- 6. 23 April 16 @chrissinerantzi #ualsocialmedia
- 8. 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
- 9. Share YOUR story ;) @chrissinerantzi #ualsocialmedia
- 10. Second hand https://upload.wikimedia.org/wikipedia/commons/1/19/Clothes_swapping.jpg
- 11. http://blog.capitalogix.com/.a/6a00e5502e47b 2883301b8d10d4f5c970c-pi @chrissinerantzi #ualsocialmedia What about cash? What are your thoughts?
- 12. @chrissinerantzi #ualsocialmedia What about the Nokia brick?
- 13. https://pixabay.com/static/uploads/photo/2014/01/21/07/14/bird-feeder-248946_960_720.jpg from mass media… @chrissinerantzi #ualsocialmedia
- 14. … to social media @chrissinerantzi #ualsocialmedia
- 15. 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 @chrissinerantzi #ualsocialmedia
- 16. 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
- 18. “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) @chrissinerantzi #ualsocialmedia Also relevant in other contexts?
- 19. “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) @chrissinerantzi #ualsocialmedia
- 20. @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)
- 21. 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 Phenomenography(Marton,1981) Literature Studying how collaborative open learning is experienced in cross-institutional academic development courses (PhD research)
- 23. 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!
- 24. Studying how collaborative open learning is experienced in cross-institutional academic development courses (PhD research) Cross- boundaries Collaboration Course Mixed professional contexts @chrissinerantzi #ualsocialmedia Elasticity
- 25. “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 @chrissinerantzi #ualsocialmedia
- 26. @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)
- 27. “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
- 29. … 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 @chrissinerantzi #ualsocialmedia
- 31. Adapting HE to the Social Age of Learning (Nerantzi, Jackson & Beckingham, 2014) @chrissinerantzi #ualsocialmedia Socio-constructivism or constructing meaning with others Constructionism or learning through making Experiential participatory learning Open learning resources and practices in the Social Age
- 32. 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
- 33. The 5Cs of social learning (Nerantzi & Beckingham, 2013, 2014, 2015) Artwork by Ellie Hannan @chrissinerantzi #ualsocialmedia Share YOUR example!
- 34. 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
- 35. 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
- 38. “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) @chrissinerantzi #ualsocialmedia
- 39. 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
- 40. ReferencesBeetham, 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
- 41. “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