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
Published in
2 min readFeb 19, 2019
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.
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