the role of a learning technologist in transforming digital learning practices across the university
TRANSCRIPT
“A mind is like a parachute, it doesn’t work if it is not open” Frank Zappa
The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University
Dr Chrissi Nerantzi @chrissinerantzi
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All images unless otherwise stated are made available under “labelled for re-use” and found via Google images. The original source is mentioned each time.
A big thank you to the…
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If cutlery can influence food taste (Harrar & Spence,
2013), can technology influence
the learning AND teaching experience?
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utilising http://maxpixel.freegreatpicture.com/Internet-Laptop-Technology-Surfing-Using-Computer-1176606
“Only an education of question can trigger, motivate, and reinforce curiosity.” (Freire, 2007, 31)
24 Oct 17, Nutritional Sciences, L4
The Mediterranean diet, a collaboration with Haleh Moravej, Senior Lecturer in Nutritional Sciences, Manchester Met
24 Oct 17, Nutritional Sciences, L4
The Mediterranean diet through inquiry-based learning
“Good teachers possess a capacity for connectedness. They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves.” (Palmer, 2007, 11)
Creativity for Learning in HE module, L7 (since 2014)
recording
Moodle submission
https://cdn.pixabay.com/photo/2014/04/05/11/41/reptile-316735_960_720.jpg
Caring, normalising, modelling,
experiencing
learning opportunities
institutional
social
open
(Buckley, Nerantzi & Spiers, 2017)
Internal cross-disciplinary community (Parsons et al., 2012)
External disciplinary networks (Crawford, 2009)
Cross-boundary communities (Nerantzi, 2017)
professional development opportunities
Modes of par-ticipation
Time, places and space
Culture and language
Diverse professional contexts
initiating
”In our interconnected and crowded society we need to go beyond tolerating or respecting diversity, we need to prize and learn to orchestrate and create synergy out of our differences. We should shift focus from how we are each better or worse in the same skills, to the unique, evolving set of talents, passions and competencies we each bring to tasks at hand. It is our variability that gives us collective strength.” (Treviranus, 2016, 6)
Background image without stickers
2014
2015- 2018
2013
2010
2011 Where it all comes from
https://byod4learning.wordpress.com/ https://fdol.wordpress.com/fdol132/
Learning in groups using PBL
was a choice! Groups supported by facilitators from collabating institutions
2014 to present from 2016 community-led
2013, 2014 8-12 weeks 5 days
Digital Information Literacy award 2015 for his 12apps of Christmas initiative (Chris Rowell)
#coachingHE
German French
#mindmunch
Community-based organising team 2016, 2017, 2018
5C >>> 5CC Framework
#LTHEchat No 1 #LTHEchat No 101
created by colleagues using Martin Hawksey’s
LTHEchat
• I hour of speedy CPD every week • Often over 1000 tweets, over 100 participants • Over 3 years • Over 100 chats • Steering group • Rotating organising teams • Over 100 guests (staff and some students) • Range of tweetchat formats • Collaborations (HEA, RAISE, BETT, MetMUnch, ALT)
”I would like to give something back.”
Introduced in 2011 blended approach since 2014 cross-institutional approach
https://tlcwebinars.wordpress.com
http://www.celt.mmu.ac.uk/flex/tlc.php
2015/16 introduced rotating organising team
(CELT & TEL team collaboration)
Nerantzi, C. (2011) Teaching and Learning Conversations. Flexible, bite-size staff development by, with and for academics, UCISA Best Practice guide on Engaging Academics with TEL, available at http://www.ucisa.ac.uk/publications/engaging.aspx, pp. 4-8.
FLEX Professional Recognition HEA (AFHEA,
FHEA), Good Standing
FLEX developmental CPD programme
Academic qualifications (PgCert, MA in HE)
Informal CPD
FLEX 15 FLEX 30 Formal route
Informal route
0
5
10
15
20
25
30
35
40
45
50
2013/14 2014/15 2015/16 2016/17 (March)
FLEX 15/30 completions per academic year
over
70 Registered
(January 2018)
What often follows • Scholarly activities >
CELT funded SoTL projects
• Dissemination via publications, conferences
• Teaching innovations • Path towards MA in HE
https://c1.staticflickr.com/4/3795/9394742307_9514a200b5_b.jpg
disseminating
https://c1.staticflickr.com/4/3795/9394742307_9514a200b5_b.jpg
“Sharing as widely as possible should be at the heart of educational practice”. (Weller, 2014, 136)
https://discover.twitter.com/
Playground model (Nerantzi, 2015; Nerantzi, approved)
Playground 1.0 supervised> feeling safe, developing trust
Playground 2.0 participatory> gaining playful confidence through guided playful learning
Playground 3.0 self-determined> autonomy, developing and sustaining play-active practice
Peer reviewed by colleagues from: • UK • South Africa • Australia • New Zealand • USA • Greece • Brazil • Canada
Cross-boundary collaborative open learning framework for cross-institutional academic development (Nerantzi, 2017)
Nerantzi, C. (2017) Quality teaching through openness and collaboration – an
alternative to the TEF?, Special Edition: Teaching Excellence Framework, in:
Compass: Journal of Learning and Teaching, Vol. 10, No.2, Greenwich:
University of Greenwich, available
at https://journals.gre.ac.uk/index.php/compass/article/view/485
https://upload.wikimedia.org/wikipedia/commons/8/8b/Lufa_Farms_Red_Cocktail_Tomato_Row.jpg
learning
https://twistedsifter.files.wordpress.com/2012/11/sleeping-goddess-mud-maid-woodland-walk-lost-gardens-of-heligan-england1.jpg
https://cdn.pixabay.com/photo/2016/10/22/03/35/water-1759703_960_720.jpg
https://cdn.pixabay.com/photo/2017/07/15/18/39/hai-2507375_960_720.jpg
http://maxpixel.freegreatpicture.com/static/photo/1x/Silver-Fork-Kitchen-Cutlery-Spoon-Vintage-Steel-686123.jpg
“Because learning with digital media occupies a space that is both personal and collective, people can share experience as well as knowledge. Here, people are not just learning from one another, they are learning with one another.” (Thomas & Seely Brown, 2011, 67)
References • Buckley, C., Nerantzi, C. & Spiers, A. (2017) Chapter 7 Enhancing learning and teaching with technology, in: Scales, P. (2017) An introduction to learning and
teaching in higher education: supporting fellowship, Publisher: Open University Press, pp. 107-116.
• Crawford, K. (2009). Continuing professional development in higher education: Voices from below. University of Lincoln. [EdD thesis]. Accessed from http://eprints.lincoln.ac.uk/2146/1/Crawford-Ed%28D%29Thesis-CPDinHE-FINAL%28Sept09%29.pdf
• Freire, P. (2007) Pedagogy of the heart, New York: Continuum
• Harrar, V. & Spence, C. (2013) The taste of cutlery: how the taste of food is affected by the weight, size, shape, and colour of the cutlery used to eat it, Flavour 2013, 2.21, available at https://flavourjournal.biomedcentral.com/articles/10.1186/2044-7248-2-21
• Nerantzi, C. (2015) The Playground Model for Creative Professional Development, In: Nerantzi, C. & James, A. (eds.) (2015) Exploring Play in Higher Education, Creative Academic Magazine, Issue 2A, June 2015, pp. 40-50
• Nerantzi, C. (2017) Towards a framework for cross-boundary collaborative open learning for cross-institutional academic development, PhD thesis, Edinburgh: Edinburgh Napier University.
• Nerantzi, C. (accepted) The playground model revisited, a proposition to boost creativity in academic development, in: James, A. & Nerantzi, C. (eds.) (work-in-progress) The Power of Play, Palgrave, submission deadline of book manuscript May 2018.
• Nerantzi, C. & Beckingham, S. (2015) BYOD4L: Learning to use own smart devices for learning and teaching through the 5C framework, in Middleton, A. (ed.) (2015): Smart learning: teaching and learning with smartphones and tablets in post-compulsory education, pp. 108-126, Sheffield: MELSIG.
• Palmer, P. J. (2007) The courage to teach. Exploring the inner landscape of a teacher’s life, San Francisco: Jossey-Bass
• Parsons, D., Hill, I., Holland J. & Willis, D. (2012) Impact of teaching development programmes in higher education. York: The Higher Education Academy. Accessed from https://www.heacademy.ac.uk/system/files/resources/hea_impact_teaching_development_prog.pdf on 18th October 2013.
• Thomas, D. & Seely Brown, J. (2011) A new culture of learning. Cultivating the imagination for a world of constant change.
• Treviranus, J. (2016) Life-long learning on the inclusive web, Proceedings of the 13th Web for All Conference, Article 1, Montreal, Canada, April 11-13, available at https://dl.acm.org/citation.cfm?id=2899476
• Weller, M. (2014) The battle for open. How openness won and why it doesn’t feel like victory, London: ubiquity press.