Towards collaboration as learning: evaluation of an open CPD opportunity for HE teachers

Chrissi Nerantzi,Peter Gossman

doi:10.3402/rlt.v23.26967

Abstract

Flexible, Distance and Online Learning (FDOL) is an open online course offered as an informal cross-institutional collaboration based on a postgraduate module in the context of teacher education in higher education. The second iteration, FDOL132, was offered in 2013 using a problem-based learning (PBL) design (FISh) to foster collaborative learning. How this was experienced by participants and how it affected learning within facilitated small groups are explored in this paper. Findings show that authentic learning in groups can be applied directly to practice, and greater flexibility and a focus on the process of collaborative learning has the potential to increase engagement and learning.Keywords: academic development; problem-based learning; open educational practice; phenomenographyCitation: Research in Learning Technology 2015, 23: 26967 - http://dx.doi.org/10.3402/rlt.v23.26967

Highlights

This paper reports on an evaluation of an aspect of a Flexible, Distance and Online Learning (FDOL) optional 30 credit module, part of a Postgraduate Certificate in Academic Practice at an English higher education (HE) institution
FDOL emerged from an online open problem-based learning (PBL) study in which one of the authors (Chrissi) tested the viability of an idea bringing together distributed collaborative learning using PBL involving colleagues studying on institutional teaching qualification programmes (Nerantzi 2011a, 2012)
The findings present new opportunities for exploration and research in open educational practice around collaborative learning generally and PBL

Summary

Introduction

This paper reports on an evaluation of an aspect of a Flexible, Distance and Online Learning (FDOL) optional 30 credit module, part of a Postgraduate Certificate in Academic Practice at an English higher education (HE) institution. As teaching in HE has been encouraged to be professionalised (Browne Report 2010; Dearing Report 1997; DfES 2003), institutions have offered a variety of initial and continuous development opportunities for academics and other professionals who teach or support learning, and more recently, more outward facing, open and collaborative models of CPD offers have started appearing (Nerantzi 2011a, 2012; Cochrane et al 2014; Smyth et al 2013). These create rich and authentic development opportunities and connect professionals in wider communities (Cochrane et al 2014). There is limited research into its use as a pedagogy in open educational practices (Nerantzi 2012)

Background to FDOL

Conclusion and lessons learnt