1. a module
in our pocket
Chrissi Nerantzi
@chrissinerantzi
Liz Hannaford
@lizhannaford

2. Higher Education: Our metaphors
• Think >draw/write/make
• Swap
• Discuss
• Reflect

3. Universities are spaces to....
• sustain conversations
• shape the future of human life
• stimulate innovation
• shape new structures of and for learning
• shape new pedagogies
from ECEL2011 keynote by Prof. Anne Boddington, Dean of the Faculty of Arts, University of
Brighton

4. freedom
opening-up
the
participatory
web
innovation
universities are the people!
image with crowd, students

5. students&teachers

6. What does this tell us?

7. Postgraduate Certificate in Academic Practice (PGCAP)
• the programme
• blended
• core and optional modules
• multi-disciplinary
• Teaching qualification in HE
• accreditation HEA, NMC
• greenhouse for active
experimentation

8. Stories in a story

9. A question to a new
academic: What do
you love about your
job?

10. access on the go: LTHE site
http://learningandteachinghe.wordpress.com/

11. Discussing and supporting: Google +
https://plus.google.com/communities/112186086573392653278

12. Capturing learning: PGCAP portfolios

13. Sharing and connecting: tweet-tweet
https://twitter.com/pgcap

14. Visual learning: YouTube
http://www.youtube.com/user/pgcapsalford/videos

15. 4 stories
plus 1
• new to downloading apps
• Socrative app > the ‘quiz’
term was problematic
• Game worked better,
increased engagement
• also used to collect student
feedback on teaching
• experienced with digital technologies
• media-rich learning using WordPress on
the go
• ‘always on’ > support network
(commenting and feedback)
• community formation
• Collaborative content creation
• Twitter to connect with each other, information
exchange
• speedy connection via smart devices
• valued connections with the wider community and
more experienced colleagues
• organising Twitterchats using hashtags with own
students, student-led!!!
• Students were apprehensive about using Twitter for
their learning
• YouTube and video creation to catch up
• Nadine stated: “Social media fostered inclusivity”
• had a Twitter
account before
joining
• Twitter >
communication
with students
• students relactant
to respond/share
• introduced
Facebook group >
observed more
exchange
Juliette @juliettephd
Neil @asbo_allstar
Nadine @neddy4291
Gemma @gemmalace

16. Juliette’s story @juliettephd
• new to downloading apps
• Socrative app > the ‘quiz’ term was problematic
• Game worked better, increased engagement
• also used to collect student feedback on teaching

17. Neil’s story @asbo_allstar
• experienced with digital technologies
• media-rich learning using WordPress on the go
• ‘always on’ > support network (commenting and feedback)
• community formation
• Collaborative content creation

18. Nadine’s story @neddy4291
• Twitter to connect with each other, information exchange
• speedy connection via smart devices
• valued connections with the wider community and more experienced colleagues
• organising Twitterchats using hashtags with own students, student-led!!!
• Students were apprehensive about using Twitter for their learning
• YouTube and video creation to catch up
• Nadine stated: “Social media fostered inclusivity”

19. Gemma’s story @gemmalace
• had a Twitter account before joining
• Twitter > communication with students
• students relactant to respond/share
• introduced Facebook group > observed more exchange

20. thinking with our hands 1/2
Smart innovation
Task 1 (3 mins): Use up to 10 LEGO®
bricks to create a model of an idea
about how you could teach/learn
smarter (individually)

21. Liz’s story @lizhannaford

22. Journalism – Digital and Mobile
@LizHannaford

25. What’s the Story

26. thinking with our hands 2/2
Smart innovation
Task2 (5 mins): Share the LEGO®
model you created previously with
others. Listen to their stories! (groups
of 4-6)
Task 3 (2 mins): Reflect and revisit
your model. Finalise your idea.
(individually)

27. A module in our pocket, findings
Benefits
• Increased connectivity and connectedness
• Helped the formation of a learning community
• Students’ opened up more, shared more
• Peer-to-peer support, learning and collaboration increased
• Increased curiosity to explore and actively experiment
• Resourceful use of existing technologies
• Teaching practices started changing
Challenges
• Using own devices for Learning and Teaching new concept
• Technological barriers
• Support issues
• Mismatch of expectations
• Social media addiction?

28. “We need to stop seeing the curriculum as a
predictable, ordered and manageable space, but
instead review it as an important site of
transformation characterised by risk and
uncertainty”
Prof. Maggi Savin-Baden, Prof of Higher Education Research,
Coventry University, 2011 ECEL2011 contribution

29. a module
in our pocket

30. join open FDOL at http://fdol.wordpress.com/
an open
course in
your
pocket

31. www.oer14.org Great
opportunity

32. References
Anderson, T. and Elloumi, F. (2004) ‘Introduction’, in: Anderson, T. and Elloumi
(eds.) Theory and Practice of Online Learning. Canada: Athabasca
University, pp. xii-xxiv.
Goldstein, S. R. (1976) The asserted constitutional right of public school
teachers to determine what they teach, University of Pennsylvania Law
Review, 124, 1293-357.
Metzger, W. (1987) ‘Profession and constitution: two definitions of academic
freefom in America’, Texas Law Review, 1265-322.
Nerantzi, C, Wilson, J, Munro, N, Lace-Costigan, G and Currie N (submitted)
Warning! Modelling effective mobile learning is infectious, an example
from Higher Education, UCISA.
Wiley, D. and Hilton, J. (2009) Openness, Dynamic Specialization, and the
Disaggregated Future of Higher Education, in: International Review of
Research in Open and Distance Learning, Volume 10, Number 5, 2009, pp.
1-16., available at
http://www.irrodl.org/index.php/irrodl/article/view/768 [accessed 25
February 2013]

33. contact us!
Chrissi Nerantzi: @chrissinerantzi
Liz Hannaford: @lizhannaford