Text version: cross-boundary collaborative open learning framework

Text version of an image, representing a framework, from a talk given by Chrissi Nerantzi, as part of OKHE Topic 1, 2018/9

OKHE admin
Open Knowledge in HE
2 min readFeb 19, 2019

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Please read Chrissi’s paper to learn about the framework — this page simply aims to provide a text version of an image used in a post on Chrissi’s talk.

“An empirical cross-boundary collaborative open learning framework” (Nerantzi, 2018): a circular diagram describing two aspects of two different modes of collaboration. Full text is below

Two types of engagement are described: ‘Selective collaboration’ and ‘Immersive collaboration’. Each is described in terms of two aspects: ‘Engagement patterns’ and ‘Learning needs.

Selective collaboration

Engagement patterns

  • 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

Learning needs

  • Some asynchronous group activities
  • Sporadic synchronous group activities
  • Light touch facilitation
  • Milestone cohort activities (in common with Immersive collaboration)
  • Process (in common with Immersive collaboration)

Immersive collaboration

Engagement patterns

  • 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

Learning needs

  • Social relationships, community
  • Regular asynchronous group activities
  • Regular synchronous activities
  • Regular facilitation (push-pull)
  • Co-created products
  • Milestone cohort activities (in common with Selective collaboration)
  • Process (in common with Selective collaboration)

Design considerations

Surrounding the diagram are a number of ‘Design considerations’:

  • Collaborating institutions
  • Organisation and facilitation team
  • Learner profiles and cross-boundary considerations
  • Learning and teaching approach
  • Group work and community
  • Resources, tools and open licensing
  • Accreditation/Recognition
  • Online/Offline mode
  • Course outcomes and activities
  • Timing and Scheduling

Open access resources

Accompanying the framework, Chrissi suggested a number of scholarly resources on the topic:

  • Nerantzi, C. (forthcoming) The role of crossing boundaries in collaborative open learning in cross-institutional academic development, Research in Learning Technology
  • Nerantzi, C. (2018) The design of an empirical cross-boundary collaborative open learning framework for cross-institutional academic development, In: Open Praxis, Vol. 10, №4, October-December 2018, pp. 1–17, DOI: http://dx.doi.org/10.5944/openpraxis.10.4.907
  • Nerantzi, C. and Gossman, P. (2018) Cross-boundary communities, an alternative vision for academic development, in: Compass Journal, London: University of Greenwich, Volume 11, №2, DOI: http://dx.doi.org/10.21100/compass.v11i2.800
  • Nerantzi, C. and Gossman, P. (2015) Towards collaboration as learning. An evaluation of an open CPD opportunity for HE teachers, in: Research in Learning Technology Journal, Vol. 23, available at http://www.researchinlearningtechnology.net/index.php/rlt/article/view/26967
  • Nerantzi, C. (2015) Who says academics don’t do CPD? Connecting practitioners and developing together through distributed cross-institutional collaborative CPD in the open, in: Rennie, F. (ed.) The distributed university, JPAAP Special Issue, Volume 3, Issue 1, pp.98–108, available at http://jpaap.napier.ac.uk/index.php/JPAAP/article/view/136
  • Nerantzi, C. (2014) A personal journey of discoveries through a DIY open course development for professional development of teachers in Higher Education (invited paper), Journal of Pedagogic Development, University of Bedfordshire, pp. 42–58, http://www.beds.ac.uk/jpd

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OKHE admin
Open Knowledge in HE

Access OKHE here: https://medium.com/open-knowledge-in-he/ — Admin for Open Knowledge in Higher Education. Writing about openness in HE.