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

  • Chrissi Nerantzi Centre for Excellence in Learning and Teaching, Manchester Metropolitan University, Manchester, UK
  • Peter Gossman Centre for Excellence in Learning and Teaching, Manchester Metropolitan University, Manchester, UK
Keywords: academic development, problem-based learning, open educational practice, phenomenography

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; phenomenography

Citation: Research in Learning Technology 2015, 23: 26967 - http://dx.doi.org/10.3402/rlt.v23.26967

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Author Biographies

Chrissi Nerantzi, Centre for Excellence in Learning and Teaching, Manchester Metropolitan University, Manchester, UK

Academic Developer
Currently working as PL in Academic CPD in the Centre for Excellence in Learning and Teaching (CELT) at MMU, UK
Also PhD student in open educational practice
http://www.linkedin.com/in/chrissinerantzi

Peter Gossman, Centre for Excellence in Learning and Teaching, Manchester Metropolitan University, Manchester, UK
Principal lecturer  in Academic CPD in the Centre for Excellence in Learning and Teaching (CELT) at MMU, UK
Published
2015-08-19
How to Cite
Nerantzi, C., & Gossman, P. (2015). Towards collaboration as learning: evaluation of an open CPD opportunity for HE teachers. Research in Learning Technology, 23. https://doi.org/10.3402/rlt.v23.26967
Section
Original Research Articles