a workshop offered during the TELfest at Manchester Met in Sep 2017

1. http://farm1.static.flickr.com/73/231011361_4a4a257a60.jpg
Better together?
Chrissi Nerantzi and Dr Stephen Powell, Centre for Excellence in Learning and Teaching
#TELfest 13 September 2017, Manchester Metropolitan University

2. 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

3. 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.

4. http://pixabay.com/p-218421/
Education is not content!

5. Cooperation - collaboration
What is your understanding?
Social constructivism (Vygotsky, 1978)Experiential learning (Dewey, 1938)

6. Product vs process
What is your experience telling you?

7. The human dimension
How does it shape collaborative online learning?

8. 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)

9. 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

10. Key features of reviewed frameworks
Community
ChoiceActivities
Facilitator
support
Collaboration fostered

11. 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)
Phenomenography(Marton,1981)
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
Aphenomenographicstudy(Nerantzi,2017)

12. Case study 2
https://courses.p2pu.org/en/courses/261
5/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

13. 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

14. 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)
Structuralfactors(AreaA)Livedexperience(AreaB)
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
Outcomespace(Nerantzi,2017)

15. 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

16. 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.

17. 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

18. http://farm1.static.flickr.com/73/231011361_4a4a257a60.jpg
Better together?
Chrissi Nerantzi and Dr Stephen Powell
TELfest 13 September 2017, Manchester Metropolitan University

19. 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.