1. http://4.bp.blogspot.com/-d1o00_oNePo/Uc3aLPm1BbI/AAAAAAAABgk/M-
v9mUH2g98/s640/316114_374622025977766_1950819764_n.jpg
Nothing stops us now or mainstreamed open educational practices,
real examples from HE
Cardiff 14-15 April 2015
“Open sharing of teaching practices that empower educators to benefit from the best ideas
of their colleagues.” (The Cape Town Open Education Declaration, 2008, online)
Chrissi Nerantzi
Academic Developer
MMU
@chrissinerantzi
Sue Beckingham
Academic Developer
SHU
@suebecks
How do
you do
CPD?
Plate(s)
http://4.bp.blogspot.com/-d1o00_oNePo/Uc3aLPm1BbI/AAAAAAAABgk/M-
v9mUH2g98/s640/316114_374622025977766_1950819764_n.jpg

2. Our context
Professional development of higher
education professionals who teach or
support learning
image source: ttps://farm9.staticflickr.com/8623/16108040693_abe998b199_c.jpg

3. What CPD?
• Conception that only formal CPD is proper
CPD? (King, 2004; Crawford, 2009)
• non-formal, practice-based activities also CPD
> the “invisible curriculum” (Blackmore &
Castley, 2006)
• after PgCert no engagement in CPD (TESEP,
2007) > no formal engagement perhaps?

4. Open Ed Declarations in the UK
The Wales Open
Education
Declaration of
Intend (2013)
Scottish Open
Education
Declaration (2014)
a commitment to share and collaborate
(p.1)

5. Where does nature start?... and Business?
by Chrissi Nerantzi

6. https://farm8.staticflickr.com/7045/6975584477_d4a7e6bb4b_o.jpg
What are the advantages and challenges?

7. Is always open appropriate and closed bad?
https://farm2.staticflickr.com/1152/896763056_ac137f4947_z.jpg

8. What would they do without each other?
https://farm9.staticflickr.com/8482/8205521292_69a0e17e69_z.jpg

9. Recycle, upcycle, make something new!
https://farm6.staticflickr.com/5206/5276577692_94959968df_z.jpg

10. open-up and join-up
• Decentralised CPD with other institutions and linking to and sector-
wide activities (King, 2004; Bamber, 2009; Crawford, 2009)
• Working together! To embrace open practices based on
collaboration (The Cape Town Open Education Declaration, 2008)
• Collaborate to compete (HEFCE, 2011)
• Freeing education, cross-institutional collaboration (Nerantzi, 2011)
• Join-up, open-up (European Commission, 2013)
• Cross-institutional development (Smyth et al., 2013)
• Break out of institutional silos (Cochrane et al. 2014)
• Connecting universities, future models of HE (British Council, 2015)
• Cross-institutional consortia (NMC HE Edition, 2015)

11. http://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/

12. http://connectedcourses.net/
example of cross-institutional
US
example

13. example of cross-institutional
Germany
example

14. Open CPD: Challenges and
Opportunities
by Chrissi Nerantzi

15. “patchwork strategy” (Wenger et al. 2009)...
sounds like our approach
http://4.bp.blogspot.com/-d1o00_oNePo/Uc3aLPm1BbI/AAAAAAAABgk/M-
v9mUH2g98/s640/316114_374622025977766_1950819764_n.jpg

16. facilitator presence and support
https://farm8.staticflickr.com/7146/6653628559_d2afb37c96_z.jpg

17. ... but also this... yes, snowballing
http://upload.wikimedia.org/wikipedia/commons/2/23/Giant_snowball_Oxford.jpg

18. Teaching &
Learning
Conversations,
monthly
webinars
Learning and
Teaching in
Higher
Education,
weekly
tweetchats
Creativity for Learning in HE,
MMU unit and open course,
ongoing engagement
Bring your own device for learning, 5-day
open learning event, next facilitated v TBC
Also
available:
• open
Assessment
course
• Open
Programme
Leadership
course,
starts 16th
of January
http://www.celt.mmu.ac.uk/flex
local
opportunity
• Informal
• Formal
• Formalising informal
• Badges and credits

19. Teaching and Learning Conversations (TLC)
(since 2011)
http://4.bp.blogspot.com/-d1o00_oNePo/Uc3aLPm1BbI/AAAAAAAABgk/M-
v9mUH2g98/s640/316114_374622025977766_1950819764_n.jpg

20. Teaching and Learning Conversations
Monthly webinars by academics
for academics
to share good practice

21. Flexible, Distance and Online Learning (FDOL)
(dev 2011), offered 2013, 2014)
http://4.bp.blogspot.com/-d1o00_oNePo/Uc3aLPm1BbI/AAAAAAAABgk/M-
v9mUH2g98/s640/316114_374622025977766_1950819764_n.jpg

22. Nerantzi & Uhlin (2012)
Lars Uhlin
Educational Developer
Karolinska Institutet,
Sweden
FDOL131 course design Nerantzi
& Uhlin (2012)
FDOL132 course design
Nerantzi, Uhlin and
Kvarnström (2013)

23. Value, challenges and an opportunity?
“It offers potentially more equity across the sector, in certain areas, but in terms of
that, those kind of ideas around community, helping us feel as though we belong to a
wider community, because we're all involved in the same kind of work, even if the
local context is different and the way in which we need to think about our individual
practice is different, the broader themes are the same. And that we can benefit from
discussing those themes across those contexts.
It's the same as interdisciplinary learning on a PGCAP, you know, and that's something
we advocate, we know that colleagues always report on finding very beneficial. And
it's the same kind of thing but there's this, there's this boundary and it is a
competition-based and business-based boundary, that if you're in a different
institution, it's very difficult then, you know, for me, to say "I want all of my people,
that I've been paid to develop to go on somebody else's course."
So that's where the challenge lies. So if, the bits, whereas this model permits,
collaboration across institutions but still allows enough flexibility for you to root that
course, and facilitate in such a way that it's meaningful for the needs of your
context.” Participant F5

24. FDOL131 > FDOL132> FDOL141
Course FDOL131 FDOL132 FDOL141
Course duration 11Feb – 7 May 13
12 weeks
12 Sep – 5 Dec 13
12 weeks
10 Feb - 23 March 14
6 weeks
Thematic units 6 7 6
Learners 80 107 86
Learners from the UK 42 65 38
Learners from Sweden 21 20 27
Learners from other countries 17 22 21
Groups 8>4 4>3 6>4
Learners in groups/% 64/80% 31/29% 27/32%
Facilitators 4>3 4 14>11 (in pairs/threes)
Learners per facilitator 27 36 7 or 14 (in pairs)
Learners that completed in groups 16 13 17
Completion rate based on the whole
cohort
insufficient information insufficient information insufficient information
Completion rate based on group
participation
25% 43% 63%
(Nerantzi, 2014, 55)

25. Key observations
importance for learning
initial survey final survey
group work 100% 74%
feedback 61% 97%
recognition for study 47% 94%
independent study 100% 100%
facilitator support 100% 100%

26. Group related data
thematic analysis
PBL groups
Knowing each other
“It's about being able to read the other
person's body language, and, and things like
that. I don't know. That's what I assume it is.
I just feel that it, it was that that gave it the
personal feel [...]. I felt like I knew
everybody because I knew what they looked
like and, you know. And I think that made a
difference. Then they weren't just, […]. you
know, an icon on a computer screen, that I'd
recognised them as a human being if that
makes sense.” participant F2
by Chrissi Nerantzi

27. http://farm3.staticflickr.com/2453/3599597595_4542f11554_o.jpg
Group related data
thematic analysis
Motivation
Feeling useful
“It was good to, I think that I felt good of
contributing with my experience to what
they're doing. So when, they ask something,
and I saw that it can work in a certain way
because we have done it here in UK I could tell
them what we have done and then they can
experiment. So from that point of view it felt
good, of sharing[...]” Participant F7

28. Source: http://upload.wikimedia.org/wikipedia/commons/f/f2/Piano-keyboard.jpg
Group related data
thematic analysis
Value
Controlled anarchy
“If you're gonna prepare people
for complexity then prepare
them for complexity and put
them in complex situations.
Don't, don't kind of prescribe
everything and then say ‘well
we, prepared you for the real
world now’ -oops! So if, we can
have some degree of controlled
anarchy and some controlled
chaos which is done in a
reasonably, safe environment, I
think that much better prepares
learners in the twenty first
century than, prescribed
curricula.” Participant F1

29. Hard fun?
“I enjoyed the process of collaborative working,
work that was struggle, it was fun, it was
interesting to communicate with others,
especially due to the […] multi-national
structure. So I can encounter the […] different,
other […] backgrounds. […] it's, interesting for
me, in contrast to me communicating with our
other, colleagues […] So this was inspiring […] .”
Participant F4

30. Stand alone since March 14 > site still used
site visits in
2015 up to
the 10th of
April from 94
countries

31. Bring Your Own Device for Learning (BYOD4L)
dev 2013, offered 2014, 2015)
http://4.bp.blogspot.com/-d1o00_oNePo/Uc3aLPm1BbI/AAAAAAAABgk/M-
v9mUH2g98/s640/316114_374622025977766_1950819764_n.jpg

32. Sue Beckingham
Academic Developer
Sheffield Hallam
University
@suebecks
5C Framework (Nerantzi &
Beckingham, 2014, linear
visualisation
5C Framework (Nerantzi &
Beckingham, 2014, non-linear
visualisation
Nerantzi & Uhlin (2012)

33. BYOD4L is...
mobile
flexible
collaborative
authentic
practice-based
inquiry-based
autonomous
self-organised
self-determined
pick ‘n’ mix
bite-size learning
supported
registration-free
for teachers & students
rewarding achievement
volunteer facilitators
blended
BYOD4Learning
course
MELSIG Smart
Learning event #3
MELSIG Book
project
Nerantzi & Uhlin, 2012; Nerantzi, 2014: Nerantzi, submitted)

34. Snowballing model for scalable open
cross-institutional CPD (Nerantzi &
Beckingham, in print)
Stage 1. Cottage industry, focus on
individual collaborators
Stage 2: Scaling up, instable approach:
focus on institutional collaboration and
individual collaborators, unregulated
number of facilitators
Stage 3: Strengthening the model,
strategic approach: focused on
institutional collaboration with defined
extra-institutional collaborators,
regulated number of facilitators,
introduction of mentors

36. 0 10 20 30 40 50 60
sharing experiences, learning with and
from others, networking
research interest
professional development for
application
new ideas
interested in open course design used
interested in course themes
frequency
frequency
WHY? Reasons for joining #BYOD4L, January 14

37. voices

38. Facilitators as co-learners in a collaborative
open course for teachers and students in
Higher Education
• The social glue: creating a community of facilitators
using social media
• Facilitators as co-learners
• Tweetchats, more than just chats
• Global offer and time zones challenges
• Making time a challenge for facilitators
(Nerantzi, Middleton & Beckingham, 2014)
A study of the facilitator experience using qualitative data from survey 100%
January 2014

39. V1:
Jan 14
V2:
July 14
V3:
Jan 15

40. some numbers
Jan 14 July 14 Jan 15
organisers 2 2 2
facilitators 11 16 22
student facilitators 3
facilitators home
institutions
9 8 9
mentors 9
course reviewer 1
institutions 5 9 plus 2 further
partners US +
Germany
open badges lead 1 1 1
badges reviewer 1 2 2
critical friend 1
artist 1 1 1

41. BYOD4L answer garden #Jan14
1 February 14 http://answergarden.ch/view/80135

42. FLEX scheme (dev 2013), available since 2014
http://4.bp.blogspot.com/-d1o00_oNePo/Uc3aLPm1BbI/AAAAAAAABgk/M-
v9mUH2g98/s640/316114_374622025977766_1950819764_n.jpg

43. •practice-based academic CPD for teaching tailored to
priorities and aspirations
•activities linked to current/past CPD, subject-specific
or generic
•pick ‘n’ mix academic CPD activities per academic
year
•capture CPD in academic portfolio
•get recognition for CPD
practice-based CPD for growth

44. indicative types of FLEX activities
observation of
teaching/
microteach
presenting at a/an
conference/event
participating in a
webinar
participating in an
open course
carry out evaluation
of teaching activity
participating in an
internal workshop
attending a
conference/event
leading a webinar leading an open
course
co-facilitating an open
course
co-facilitating
workshop
pedagogical research participating in an
external workshop
using self-study
resources
networking
mentoring coaching creating resources for
students
professional
discussion with
colleagues
(funded) project
participating in a
project
leading a project participating in a
short course
leading a short course creating resources for
staff development
curriculum
development activity
curriculum
enhancement activity
reflection on practice team-teaching evaluating a student
survey
discipline specific
pedagogic activity
generic pedagogic
research
peer review listening event creating/adapting
open educational
resources

45. What can I get for it?
Successful engagement in FLEX can
• support the submission of a PSF
Fellowship application
• help you gain 15 or 30 academic
credits at Postgraduate level
towards the PGCAP or MA in
Academic Practice
• help you gain an annual FLEX
Award
• evidence CPD for PDR purposes

46. Open CPD badges

47. Academic portfolio
• develop reflective skills and habits
• a personal and collaborative development space for teaching and research activities
• evidence academic CPD that is recognised as such
image by Nate Steiner, source https://www.flickr.com/photos/nate/412783683/sizes/z/
Go
digital!

48. FLEX example routeopenpoolofCPDopportunities
FLEXAward
FLEXunit(15/30creditsatLevel7)
CPDrequirements(UKPSF,
SLTA,RKE)
unitassessment(UKPSF,SLTA,RKE)
FLEXactivities
academicportfolio
MMUPSFRemainingin
GoodStandingAward

49. FLEX activity
open pool of CPD opportunities
academic portfolio brief
description
of FLEX
activity
critical
reflection
and
development
points
value/impact
on practice
& evidence
FLEX unit (15/30 credits at Level 7)
FLEX Award
unit assessment (UK PSF, SLTA, RKE)
MMU PSF Good Standing Award
CPD requirements (UK PSF, SLTA, RKE)

50. FLEX
Academic
Portfolio
(Teaching &
Research)
Development
(CPD
Requirements)
QualificationsAward
Promotion
Professional
Recognition

51. Learning and Teaching in HE chat (#LTHEchat) since Oct 2014
http://4.bp.blogspot.com/-d1o00_oNePo/Uc3aLPm1BbI/AAAAAAAABgk/M-
v9mUH2g98/s640/316114_374622025977766_1950819764_n.jpg

52. Sue Beckingham
Sheffield Hallam
University
Dr David Walker
University of
Sussex
Peter Reed
University
of Liverpool
launched: October 2014

53. • Guest speakers
• Student-led chats
• Polls
• Resources (Question sets, games
under development)
• Twitter bird
Dr Liz Bennett
Huddersfield
University
Dr David Smith
Sheffield
Hallam
University
Ruth Lawton
Birmingham
City University
Dr Nicola
Whitton
Manchester
Metropolitan
University
Dr Alison James
London College of
Fashion

55. Tweetchat Followers
@lthechat
Following
@lthechat
Tweets
@lthechat
tweetchat
tweets
1 203 262 91 650
2 272 361 168 606
3 300 404 192 621
4 354 462 326 727
5 400 508 393 ?
6 463` 537 426 ?
7 447 548 579 379
8 554 458 629 269

56. Creativity for Learning in HE, dev 2014, offered 2015
http://4.bp.blogspot.com/-d1o00_oNePo/Uc3aLPm1BbI/AAAAAAAABgk/M-
v9mUH2g98/s640/316114_374622025977766_1950819764_n.jpg

57. Creativity projects, how ideas grow...
• Creativity in
Development
• Creativity for
Learning
(Pgcert/MA
Academic Practice
module)
• open course
Creativity for
Learning in HE
• longitudinal, multi-
institutional
collaborative
research project
“The Creative
Academics”
http://www.creativeacademic.uk/
https://p2pu.org/en/courses/2615/creativity-for-learning-in-higher-
education/
http://www.creativityindevelopment.co.uk/
Prof.
Norman
Jackson
Founder of
Lifewide
Education

58. “If you want to go fast go alone,
If you want to go further, go with others.”
African Proverb

59. Could little OER (Weller, 2011) trigger big changes?
Share an
example!
Picture
by Chrissi Nerantzi

60. References 1/2
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2014
Bennett, L. (2012) Learning from the early adopters: Web2.0 tools, pedagogic patters and the development of the digital practitioner, Doctoral thesis, University of Huddersfield.
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944-higher-education-students-at-heart-of-system.pdf
Blackmore, P. & Castley, A. (2006) Capability development in universities. London: Leadership Foundation for Higher Education.
British Council (2015) Connecting Universities: Future models of higher education. Analysing innovative models for Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka An Economist Intelligence Unit report
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of Bedfordshire, Volume 4, Issue 2, pp. 42-58 http://www.beds.ac.uk/jpd
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62. Please check the licensing agreements of
individual pictues, before re-using them. Thank
you.

63. http://4.bp.blogspot.com/-d1o00_oNePo/Uc3aLPm1BbI/AAAAAAAABgk/M-
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Nothing stops us now or mainstreamed open educational practices,
real examples from HE
Cardiff 14-15 April 2015, see you there ;)
Chrissi Nerantzi
Academic Developer
MMU
@chrissinerantzi
Sue Beckingham
Academic Developer
SHU
@suebecks