http://www.diva-portal.org
This is the published version of a paper presented at EDEN 2016 Annual Conference Budapest, Hungary 14-17 June 2016.
Citation for the original published paper:
Creelman, A., Gerestrand, A., Uhlin, L., Kvarnström, M., Hedberg, M. et al. (2016) Open courses as virtual mobility and the role of collaborative literacy in staff development.
In: António Moreira Teixeira, András Szűcs, Ildikó Mázár (ed.), EDEN 2016 Annual Conference. Re-Imagining Learning Scenarios: EDEN 2016 Annual Conference Budapest, Hungary 14-17 June 2016 BOOK OF ABSTRACTS Including the Collection of “Synergy”
Synopses Budapest: European Distance and E-Learning Network, 2016
N.B. When citing this work, cite the original published paper.
Permanent link to this version:
http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54009
EDEN 2016 ANNUAL Conference
Re-Imagining Learning Scenarios
EDEN 2016 Annual Conference Budapest, Hungary
14-17 June 2016
BOOK OF ABSTRACTS
Including the Collection of “Synergy” Synopses
Edited by
António Moreira Teixeira, András Szűcs and Ildikó Mázár on behalf of the European Distance and E-Learning Network
European Distance and E-Learning Network, 2016
EDEN 2016 Annual Conference Budapest, Hungary
Published by the European Distance and E-Learning Network Editors:
António Moreira Teixeira András Szűcs
lldikó Mázár
Editorial co-ordination:
Anna Wagner
EDEN Secretariat, c/o Budapest University of Technology and Economics H-1111 Budapest, Egry J. u. 1, Hungary
Tel: (36) 1 463 1628, 463 2537 E-mail: secretariat@eden-online.org http://www.eden-online.org
Supported by the Erasmus+ Programme of the European Union
The publication reflects the authors’ view, the EACEA and the European Commission are not responsible for any use that may be made of the information it contains.
Copyright Notice 2016 European Distance and E-Learning Network and the Authors
This publication contributes to the Open Access movement by offering free access to its articles and permitting any users to read, download, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software. The copyright is shared by authors and EDEN to control over the integrity of their work and the right to be properly acknowledged and cited.
To view a copy of this licence, visit
http://www.creativecommons.org/licenses/by/4.0/
ISBN 978-615-5511-08-0
Workshops
107
OPEN COURSES AS VIRTUAL MOBILITY AND THE ROLE OF COLLABORATIVE LITERACY IN STAFF DEVELOPMENT
Alastair Creelman, Anders Gerestrand, Linnaeus University, Lars Uhlin, Maria Kvarnström, Karolinska Institute, Maria Hedberg, Lotta Åbjörnsson, Kenneth Johansson, Lund University, Stefan Stenbom, Royal Institute of
Technology, Sweden, Anne Whaits, IIE Varsity College, South Africa
Aims of the workshop
• To collaboratively draw up critical success factors for virtual mobility in staff development
• To raise awareness of the need for a focus on collaborative literacy as a critical element of digital literacy
Background and justification
Open Networked Learning (ONL) https://opennetworkedlearning.wordpress.com is an open online course that is offered both as an internal professional development course at the partner universities (Karolinska Institute, Lund University, Linnaeus University, KTH in Sweden and IIE Varsity College in South Africa) as well as being open to learners from all over the world. The course has been derived from an earlier model that has in turn led to several other online courses. The primary target group is university teachers, educational technologists and course designers but it also attracts educators from other educational sectors both public and private. Using an open collaborative learning environment learners investigate aspects of connected, collaborative learning with modules based around topics such as digital literacies, collaborative and flexible learning, teaching in open spaces and course design.
ONL uses a problem-based learning approach with most interaction taking place in small groups each with a facilitator from one of the host universities as well as a co-facilitator who is a volunteer former participant. These study groups consist of 7-9 learners from different institutions mixing institutional learners (from the host universities) with open learners. They collaborate synchronously and asynchronously to discuss, write and present solutions to weekly problem scenarios using a variety of digital tools and media. This group work is enhanced by individual reflection on personal blogs. The course design has a similar foundation to the earlier iterations but is constantly being revised and adapted as more partner institutions join (2-3 more universities are expected to join during 2016) and as more experience and learner feedback is gained.
Internationalization in higher education is increasingly a mix of physical and virtual mobility to enable all students and staff to learn to work in a global context. Concepts such as virtual mobility, and internationalization at home, are already well-known and implemented in many universities and a course like ONL fully meets the criteria. Collaborative cross-institutional courses and communities like ONL have a key role to play in the full internationalization of university staff development, both for teachers and administrators and offer an opportunity to work in an international context without necessarily engaging in physical mobility. This type of virtual mobility can also facilitate future physical mobility by acclimatizing staff to working with colleagues from other countries.
From our surveys we have found that ONL participants have seen the internationalization element of the course as a clear added value. We have also positive experience of the collaboration between course facilitators and co-facilitators, also from a wide variety of countries (e.g. Sweden, South Africa, Philippines, Poland, Denmark, Sudan, Portugal).
However the key to participation in virtual mobility activities is both digital literacy (the ability to use online tools and spaces to communicate, access information and create) and collaborative literacy (the ability to truly collaborate online). We have seen on all courses that participants find it difficult to move from the traditional perspective of learning as consumption of content to the perspective of learning as collaboration and co-creation. Only when this collaborative literacy is developed can participants truly benefit from this form of virtual mobility.
Participation and outcome
The workshop will offer a combination of input from project members and group discussions. The results of these discussions will be compiled using a common digital workspace and made publically available. The session will be accessible via Adobe Connect and project colleagues in the course team will contribute online. We will also invite all participants to follow the autumn iteration of ONL either as a registered participant or as an observer.
