This document provides an overview of the Flexible, Distance and Online Learning (FDOL) open courses #FDOL131, #FDOL132 and plans for #FDOL141. #FDOL131 had 80 participants in Problem-Based Learning groups, while #FDOL132 had 107 registrations and groups of 6-8 participants each. Both courses used a simple COOL FISh approach for autonomous and collaborative learning. Participant feedback highlighted the value of community, facilitator support, and applying skills to practice. #FDOL141 is planned to start in February 2014 with streamlined COOL FISh activities, 10 volunteer facilitators, and a course leader role. It aims to further support

1. #FDOL131, #FDOL132, #FDOL141
an open course using
Problem-Based Learning
Chrissi Nerantzi, Lars Uhlin,
Dr Maria Kvarnström, Neil Withnell
linked to PhD research project by Chrissi Nerantzi
Chrissi Nerantzi & Neil Withnell
NW ALT SIG MMU event
12 Dec 13
Flexible, Distance and Online Learning an open course using COOL FISh
http://fdol.wordpress.com/ Twitter: @openfdol #fdol141

2. FDOL
ABOUT:
• flexible, distance and online learning
FOR:
• teachers and other professionals who support learning in Higher Education
FORM:
• autonomous and group based learning approach in an open course (COOL
FISh)
• cross-disciplinary, cross-institutional grouping
• opportunity for teachers to connect worldwide
• open for everybody
• model the use of freely available technologies to support open online mobile
learning

3. FDOL132 organisers
and PBL facilitators
Chrissi Nerantzi
Academic Developer
Manchester
Metropolitan
University, UK
FDOL organiser
PBL facilitator
Lars Uhlin
Educational Developer
Karolinska Institutet,
Sweden
Maria Kvarnström
Educational Developer
Karolinska Institutet,
Sweden
Neil Whitnell
Senior Lecturer in
Nursing, University of
Salford
FDOL organiser
PBL facilitator
FDOL organiser
PBL facilitator
PBL facilitator

4. COOL FISh
Step 2: Investigate
How and where are we/am I going to find answers?
Who will do what and by when?
What main findings and solutions do we/I propose?
Step 1: Focus
What do we see?
How do we understand what we see?
What do we need to find out more about?
Specify learning issues/intended learning outcomes
Step 3: Share
How are we going to present our findings within the group?
What do we want to share with the FDOL community?
How can we provide feedback to another group?
What reflections do I have about my learning and our group
work?

5. Organisation of FDOL131

6. Organisation of FDOL132
Nerantzi, Uhlin & Kvarnström (2013)

7. #FDOL132 overview
Unit 1 (12 – 25 Sep): Orientation
Unit 2 (26 Sep – 2 Oct): Digital literacies
Unit 3 (3 – 16 Oct): Flexible learning and teaching in the digital age
Unit 4 (17 – 30 Oct): Collaborative learning and communities
Unit 5 (31 Oct – 13 Nov): Supporting learners
Unit 6 (14 – 27 Nov): Open educational practices
Unit 7 (28 Nov – 5 Dec): Sharing

8. linking spaces: important!
http://fdol.wordpress.com/

9. communities

10. FDOL132 community space

11. FDOL132 PBL group space (Neil’s group)

12. Neil’s group: unit 1 task

13. PBL group hangout (Chrissi’s)

14. guest speakers
FDOL132 webinar (unit 2)

15. learners’ spaces
portfolio, personal learning space?
• WordPress or other blogging tools?
• link with Twitter - add @openfdol #fdol132 to
the title

16. FDOL131
FDOL131
• Registered before start: 80 (PBL groups: 64 (core: 46 peripheral: 18) +
autonomous 16)
• Not confirmed to PBL groups or early drop-outs : 22
• Signed up in FDOL131 Google+: 45
• Participants in webinars: 10-20
• Participants who completed: 16 (20%)
FDOL132
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Registered: 107
FDOL132 community in G+ until now: 72
Signed up for PBL groups: 31
PBL groups: initially 8-9 in each x 4 > then 3 (group 2: 6, / group 3: 5 / group
4: 6)
• PBL facilitators: 4
• Participants in webinars: 10-25
• Participants who complted: to be updated

17. #FDOL131 + #FDOL132
visitors
from 81
countries

18. #FDOL132 WordPress stats

19. #FDOL131 PBL group 1, unit 3:

20. #FDOL132
unit 1
“It feels like that community buzz has been
created amongst colleagues in this course,
but across geographical boundaries.”
FDOlL132 participant, unit 2
unit 3
unit 4
“I must say, the FDOL course I’m
taking now really gives most of the
control to the learners, and I’ve
appreciated that quite a lot (although it
is quite challenging).” FDOL132
participant, unit 6
“I registered for the first FDOL131 course, but I didn’t get
a grip of the course and felt a bit lost. There was a lot of
information but I felt it was a mountain to climb and that I
was quite alone (there was no room left in any PBL
groups). So I dropped out. I’m glad I gave it a second
chance, this time in a PBL group which has been a strong
motivator for continuing the course.” FDOL132
participant, unit 7

21. #fdol131 summary of participants’
experiences shared during unit 6
webinar
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course was challenging but rewarding
everybody who engaged throughout in the PBL groups learnt
useful to be a learner and experience difficulties in preparation for teaching online
progressively developed confidence as an online learner
developed better understanding of how to use tech more effectively in own practice (Google
apps seemed to work well also on mobile devices, extending opportunities to engage)
exploring opportunities for application in own practice
community feel was important > how to achieve this?
– getting to know each other through synchronous online ‘events’ such as hangouts and
webinars made a huge difference, hearing a voice, seeing a person made it human
– increased commitment when you know the others
– bonding happened through engagement
– learning to trust
– more early hangouts were suggested
COOL FISh simple and effective for online settings: speeded up working in groups, to keep on
track, experience PBL
tutor support was vital, knowing that there was somebody there when needed, especially at
the beginning
suggestion: more peer-to-peer learning and feedback with other groups
suggestion: central feedback space, group buddy system could be developed

22. #fdol132 summary of participants’
experiences shared during unit 7
webinar
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•
Using digital platforms and tools an initial challenge. Progressively it became easier
Different working practices in groups:
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asynchronous collaboration mainly, but frustrating to wait for answers, but challenging to find time when all available
synchronous collaboration, speedy decision making and progress. Some left behind?
mixed approach: asynchronous and synchronous, best of both?
Learning from others really useful
Learning in groups worked well. Active engagement
Group size: smaller worked better
Fun factor!
Most useful where the hangouts for many!
Webinars if participated. “When interacting like this, the webinars are fine, but not when watching. Useful when
attending.”
Participants recognised the importance of the facilitators
The challenge of using written English language exclusively, can lead to misudnerstandings/misinterpretations
The course reminded me of the value of collaborative learning.
You have to put more effort in to make the collaboration work.”
“Good use of technology is when you don’t notice it”
“No need to use all the tools, focus on what would benefit your students.”
Shift in thinking: “I won’t be lecturing that much, so that we will be working together, the students and I.”
Length of the course; Too long, too short for others

23. #FDOL141
• starts on the 10 February 2014
Ideas
• COOL FISh further simplification (grouping by participants using Google +)
• potentially unlimited groups, facilitator support available if needed
• FISh for individual and collaborative inquiry
• duration: 6-7 weeks (1 week > 1 unit)
• streamline activities (3 max per unit)
• 10 volunteer facilitators already
• clear definition of facilitator role and responsibilities
• introduce course leader
• multiple hangouts led by participants, facilitator contribution, external guests

24. #FDOL141
starts Feb 2014
Flexible, Distance and Online Learning an open course using COOL FISh
http://fdol.wordpress.com/ Twitter: @openfdol #fdol141