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Emerging models of connected professional development. No way back? Chrissi Nerantzi, MMU & Sue Beckingham, SHU --- 7 July 2015, University of Greenwich
http://www.slideshare.net/chrissi @chrissinerantzi
Chrissi Nerantzi,
Academic Developer, CELT, MMU
http://dtmw9u23bb9ya.cloudfront.net/uploads/image/file/4149/HERO_mmu_which.jpg
http://www.slideshare.net/suebecks
@suebecks
Sue Beckingham, Educational Developer, SHU
• Task 1 (3 mins): Create a drawing that shows all the things you do to develop as a professional.
• Speed dating (x 2, 3 mins): Share your drawing with the person opposite you and discuss
• Share via Twitter using the hashtag #uogapt
How do you do CPD?
0 10 20 30 40 50 60
sharing experiences, learningwith and from others, networking
research interest
professional development forapplication
new ideas
interested in open course designused
interested in course themes
frequency
frequency
WHY? Reasons for joining #BYOD4L, January 2014
Is this significant?
Bennett (2012): similar findings in study with early adopters
overview • Professional development in the context of
learning and teaching in Higher Education in the UK and EU context
• opened-up, connected, free-range and examples from practice
• A pedagogical approach for open cross-institutional professional development
• Opportunities for individuals and institutions
Professional development of academics and other professionals who teach in higher education in the UK
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UK: What professional development opportunities are available?
Within institutions • Initial professional development
– Teaching qualification in HE – Professional recognition (HEA) – Introductory courses (non credit-
bearing)
• Continuous professional development – MA in Learning and Teaching/Academic
Practice – EdD, PhD – Workshops, courses, webinars,
consultancy, networks and communities – Scholarship of Teaching and Learning – CPD Framework and Good Standing
(HEA) – Conferences – Open offers
Beyond institutions • Professional communities, networks • Regional, National and International
Conferences • Publishing pedagogical research in
academic journals • Publicly available resources and OER
through social media and repositories (example: JORUM)
• Open courses • Cross-institutional courses/events • Massive Open Online Courses
Reward and Recognition Locally: Student-led teaching awards Teaching Excellence awards Nationally: Fellowships of the HEA National Teaching Fellowships
Some background: opened-up and connected
• 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)
Centre for Excellence in Learning and Teaching (CELT)
http://www.celt.mmu.ac.uk/
Nerantzi & Uhlin (2012)
FDOL131 course design Nerantzi
& Uhlin (2012)
FDOL132 course design
Nerantzi, Uhlin and
Kvarnström (2013)
connected
Problem-Based Learning
Group spaces
free-range
practice-based CPD for growth
•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 an academic portfolio (social media) •get recognition for CPD •Academic credits •Maximise on local and global offers
Bring Your Own Everything
FLEX
Academic Portfolio
(Teaching & Research)
Development
(CPD Requirements)
Qualifications FLEX Award
Promotion
Professional Recognition
free-range
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 Jan 16
Also available: • Open
Assessment course
• Open Programme Leadership course
Greenhouse: local community
• Informal • Formal • Non-formal • Internal • External • Formalising informal and non-formal • Badges and credits Flexible Open Social (FOS)
learning, open course, 13-17 July 15
global opportunities
free-range
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, again in Jan 16
Also available: • Open
Assessment course
• Open Programme Leadership course
Greenhouse: local community
• Informal • Formal • Non-formal • Internal • External • Formalising informal and non-formal • Badges and credits Flexible Open Social (FOS)
learning, open course, 13-17 July 15
global opportunities
Towards developing a pedagogical approach for open cross-institutional
professional development
closed opened-up connected free-range
Professional development engagement modes/offer (Nerantzi, 2015)
pro
mo
tive
inte
ract
ion
trusting
caring
sharing
supporting
community
social interdependence (Deutsch, 1949) achieve common goals
https://farm4.static.flickr.com/3675/13579511404_daff93c60b.jpg
... positive relationships
Recycle, upcycle, make something new!
https://farm6.staticflickr.com/5206/5276577692_94959968df_z.jpg
“patchwork strategy” (Wenger et al. 2009)
http://4.bp.blogspot.com/-d1o00_oNePo/Uc3aLPm1BbI/AAAAAAAABgk/M-v9mUH2g98/s640/316114_374622025977766_1950819764_n.jpg
enquiry- and scenario-based approach
https://farm8.staticflickr.com/7133/7623744452_7222654f38_b.jpg
blending (non-formal, formal and informal)
http://3.bp.blogspot.com/-Z7K0Wxw01JY/U4ZJMIjoIwI/AAAAAAAACSM/TJOfLA_ICkA/s1600/lego-bricks-pile.png https://farm4.staticflickr.com/3760/11428169494_949923aec5_b.jpg
facilitator presence and support when needed
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... but also this... yes, snowballing
http://upload.wikimedia.org/wikipedia/commons/2/23/Giant_snowball_Oxford.jpg
Snowballing model for scalable open cross-institutional CPD
(Nerantzi & Beckingham, 2015)
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
… an example
Nerantzi, C. & Beckingham, S. (2015) Scaling-up open CPD for teachers in higher education using a snowballing approach , in: Rennie, F. (ed.) The distributed university, JPAAP Special Issue, Volume 3, Issue 1, pp. 109-121, available athttp://jpaap.napier.ac.uk/index.php/JPAAP/article/view/148
https://plus.google.com/communities/105168012355632331504
• Revisit your drawing. Capture the new opportunities.
• Share again via Twitter using the hashtag #uogapt
Reflect
References 1/2
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