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)

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Our context Professional development of higher education professionals who teach or support learning

image source: ttps://farm9.staticflickr.com/8623/16108040693_abe998b199_c.jpg

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?

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)

Where does nature start?... and Business?

by Chrissi Nerantzi

https://farm8.staticflickr.com/7045/6975584477_d4a7e6bb4b_o.jpg

What are the advantages and challenges?

Is always open appropriate and closed bad?

https://farm2.staticflickr.com/1152/896763056_ac137f4947_z.jpg

What would they do without each other?

https://farm9.staticflickr.com/8482/8205521292_69a0e17e69_z.jpg

Recycle, upcycle, make something new!

https://farm6.staticflickr.com/5206/5276577692_94959968df_z.jpg

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)

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

http://connectedcourses.net/

example of cross-institutional

US example

example of cross-institutional

Germanyexample

Open CPD: Challenges and Opportunities

by Chrissi Nerantzi

“patchwork strategy” (Wenger et al. 2009)... sounds like our approach

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facilitator presence and support

https://farm8.staticflickr.com/7146/6653628559_d2afb37c96_z.jpg

... but also this... yes, snowballing

http://upload.wikimedia.org/wikipedia/commons/2/23/Giant_snowball_Oxford.jpg

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

Teaching and Learning Conversations (TLC) (since 2011)

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Teaching and Learning Conversations

Monthly webinars by academics for academics

to share good practice

Flexible, Distance and Online Learning (FDOL) (dev 2011), offered 2013, 2014)

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Nerantzi & Uhlin (2012)

Lars Uhlin Educational Developer Karolinska Institutet, Sweden

FDOL131 course design Nerantzi

& Uhlin (2012)

FDOL132 course design

Nerantzi, Uhlin and

Kvarnström (2013)

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

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)

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%

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

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

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

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

Stand alone since March 14 > site still used

site visits in 2015 up to the 10th of

April from 94 countries

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

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)

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)

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

0 10 20 30 40 50 60

sharing experiences, learning with andfrom others, networking

research interest

professional development forapplication

new ideas

interested in open course design used

interested in course themes

frequency

frequency

WHY? Reasons for joining #BYOD4L, January 14

voices

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

V1: Jan 14

V2: July 14

V3: Jan 15

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

BYOD4L answer garden #Jan14

1 February 14 http://answergarden.ch/view/80135

FLEX scheme (dev 2013), available since 2014

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•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

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

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

Open CPD badges

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!

FLEX example route o

pen

po

ol o

f C

PD

op

po

rtu

nit

ies

FLEX

Aw

ard

FLEX

un

it (

15

/30

cre

dit

s at

Lev

el 7

)

CP

D r

equ

irem

en

ts (

UK

PSF

, SL

TA, R

KE)

un

it a

sses

smen

t (U

K P

SF, S

LTA

, RK

E)

FLEX

act

ivit

ies

acad

em

ic p

ort

folio

MM

U P

SF R

emai

nin

g in

G

oo

d S

tan

din

g A

war

d

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)

FLEX

Academic Portfolio

(Teaching & Research)

Development

(CPD Requirements)

Qualifications Award

Promotion

Professional Recognition

Learning and Teaching in HE chat (#LTHEchat) since Oct 2014

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Sue Beckingham Sheffield Hallam University

Dr David Walker University of Sussex

Peter Reed University of Liverpool

launched: October 2014

• 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

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

Creativity for Learning in HE, dev 2014, offered 2015

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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

“If you want to go fast go alone,

If you want to go further, go with others.”

African Proverb

Could little OER (Weller, 2011) trigger big changes?

Share an example!

Picture

by Chrissi Nerantzi

References 1/2

Bamber, V. (2009) Framing Development: Concepts, Factors and Challenges in CPD

Frameworks for Academics, in: Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, Vol. 4, No. 1, April 2009, pp. 4-25.

Beetham and Sharpe, (2010), ‘Developing Digital Literacies Framework’, available fromhttp://jiscdesignstudio.pbworks.com/w/file/40474958/Literacies%20development%20framework.doc, date accessed 11th April 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.

BIS (2011) Students at the Heart of the System, Department for Business, Innovation & Skills, Norwich: TSO, available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/31384/11-944-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 produced for the British Council, January 2015, available at http://www.britishcouncil.org/sites/britishcouncil.uk2/files/new_university_models_jan2015_print.pdf

Browne Report (2010) Securing a sustainable future for higher education, Department for Employment and Learning, available at http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report-student-fees.htm

Cochrane, T., Antonczak, L., Keegan, H. & Narayan, V. (2014) Riding the wave of BYOD: developing a framework for creative pedagogies, in: Research in Learning Technology, Vol. 22, 2014, pp. 1-14.

Cormier, D. (2008) Rhizomatic Education: Community as Curriculum, Innovate. Journal of Online Education, V 4 No 5, Jun-Jul 2008, available at http://eric.ed.gov/?id=EJ840362

Crawford, K. (2009) Continuing Professional Development in Higher Education: Voices from Below, EdD thesis, University of Lincoln, available at http://eprints.lincoln.ac.uk/2146/1/Crawford-Ed%28D%29Thesis-CPDinHE-FINAL%28Sept09%29.pdf

Dayananda, A. & Ryder, A. (2011) From traditional face to face sessions, workshops and conferences to online hands on experiential staff development: Online Educational Alternative Course, in: UCISA Best Practice guide on Engaging Academics with TEL, pp. 31-37, available at http://www.ucisa.ac.uk/publications/engaging.aspx

Dearing Report (1997) Higher Education in the Learning Society, Department for Education and Employment, available at http://www.leeds.ac.uk/educol/ncihe/

Debowski, S. (2014) From agents of change to partners in arms: the emerging academic developer role, in: International Journal for Academic Development, 2014, Vol. 19, No. 1, pp. 50-56.

Donnelly, R. (2010) Harmonizing technology with interaction in blended problem-based learning, in: Computers & Education, Volume 54, Issue 2, February 2010, pp. 350-359.

Douglas, T. & Seely Brown, J. (2011) A new culture of learning. Cultivating the Imagination for a World of Constant Change,

Duncan, H. (2005) On-line education for practicing professionals: a case study, Canadian Journal of Education, vol. 28, no. 4, pp. 874-896.

Education Technology Action Group (2015) Our Reflections, ALT, available at https://drive.google.com/file/d/0B_4FnLyL2BFvMjBOVFY4ZnhRVTA/view

European Commission (2013) High Level Group on the Modernisation of Higher Education. Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher education institutions, European Union, available at http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf

Gibbs, G. (2012) Implications of ‘Dimensions of quality’ in a market environment, York: HEA.

Goodyear, P. and Zenios, M. (2007) Discussion, collaborative knowledge work and epistemic fluency British Journal of Educational Studies, 55 (4).

Goodyear, P. (2000) Environments for lifelong learning: ergonomics, architecture and educational design. In: Spectore, J. M. & Anderson., T. (eds.) Integrated and holistic perspectibes on learning, instruction and technology: understanding complexity, Dordrecht: Kluwer Academic Publishers, pp.1-18)

HEFCE (2011) Collaborate to compete – Seizing the opportunity of online learning for UK higher education. available at: http://bit.ly/gZIoBB

Jackson, N. J. (2013) The Concept of Learning Ecologies in N Jackson and G B Cooper (Eds) Lifewide Learning, Education and Personal Development E-Book. Chapter A5 available at http://www.lifewideebook.co.uk/uploads/1/0/8/4/10842717/chapter_a5.pdf [accessed 9 February 2014]

Jung, I. (2005) ICT-pedagogy integration in teacher training: application cases worldwide, Educational Technology & Society, vol. 8, no. 2, pp. 94–101.

King, H. (2004) Continuing Professional Development in Higher Education: what do academics do?, in: Educational Developments, Issue 5.4, Dec. 2004, pp. 1-5, available at http://www.seda.ac.uk/resources/files/publications_25_Educational%20Dev%205.4.pdf

Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., Day, P., Ecclesfield, N., Hamilton, T. and Robertson, J. (2010) Learner Generated Contexts: a framework to support the effective use of technology to support learning, in: Lee, M. J. W. & McLoughlin, C. (eds) Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching, IGI Global, pp. 70-84., available at http://knowledgeillusion.files.wordpress.com/2012/03/bookchapterluckin2009learnergeneratedcontexts.pdf [accessed 25 January 2014]

References 2/2

Mainka, C. (2007) Putting Staff first in Staff Development for Effective Use of Technology in Teaching, in: British Journal of Educational Technology, Vol. 38, No. 1, pp. 158-160.

Neame, C. (2013) Democracy or intervention? Adapting orientations to development, in: International Journal for Academic Development, 2013, Vol. 18. No. 4, pp. 331-343.

Nerantzi, C. (submitted) Conceptions of open learners using FISh, a Problem-Based Learning design, used in a professional development course for teachers in higher education

Nerantzi, C (2014) A personal journey of discoveries through a DIY open course development for professional development of teachers in Higher Education (invited paper),Journal of Pedagogic Development, University of Bedfordshire, Volume 4, Issue 2, pp. 42-58 http://www.beds.ac.uk/jpd

Nerantzi, C. (2011b) Freeing education within and beyond academic development. In: Greener, S. and Rospigliosi, A. Proceedings of the 10th European Conference on e-Learning, Brighton Business School, University of Brighton, 10-11 November, pp. 558-566, Academic Conferences International.

Nerantzi, C., Middleton, A. & Beckingham, S. (i2014b) Facilitators as co-learners in a collaborative open course for teachers and students in Higher Education, in: Learning in cyberphysical worlds, eLearning paper, issue No. 39.

Nerantzi, C. & Beckingham, S. (in print) Scaling-up open CPD for teachers in higher education using a snowballing approach, JPAAP

Nerantzi, C & Beckingham, S (2014) BYOD4L – Our Magical Open Box to Enhance Individuals’ Learning Ecologies, in: Jackson, N. & Willis, J. (eds.) Lifewide Learning and Education in Universities and Colleges E-Book, avaialable athttp://www.learninglives.co.uk/e-book.html.

Nerantzi, C. & Uhlin, L. (2012) FISh, available at http://fdol.wordpress.com/design/

Nerantzi, C., Wilson, J., Munro, N., Lace-Costigan, G. & Currie N. (2014a) Warning! Modelling effective mobile learning is infectious, an example from Higher Education, UCISA Best Practice Guide using mobile technologies for learning, teaching and assessment, available at http://www.ucisa.ac.uk/~/media/Files/publications/case_studies/ASG_Effective_Use_Mobile%20Learning pp. 11-17.

Oliver, M. (2004) What can we do to help academics start using e-learning? In: Education Developments, Issue 5.4, Dec. 2004, pp. 17-18, available at http://www.seda.ac.uk/resources/files/publications_25_Educational%20Dev%205.4.pdf

Parsons, D., Hill, I., Holland J. & Willis, D. (2012) Impact of teaching development programmes in higher education, York: The Higher Education Academy, available at http://www.heacademy.ac.uk/assets/documents/research/HEA_Impact_Teaching_Development_Prog.pdf

Robbins Report (1963) Higher Education Report of the Committee appointed by the Prime Minister under the Chairmanship of Lord Robbins, Committee of Higher Education, available at http://www.educationengland.org.uk/documents/robbins/robbins1963.html

Roscoe, J. (2002) ‘Continuing Professional Development in Higher Education’ Human Resource Development International 5(1), pp. 3-9.

Salmon, G. (2013) E-tivities. The key to active online learning, 2nd edition, Oxon: Routledge.

Siemens, G. (2002) "Elearning Course," elearnspace, August 27, 2002, available at http://www.elearnspace.org/Articles/elearningcourse.htm [accessed 8 February 2014].

Smyth, K. (2009) Transformative Online Education for Educators: Cascading Progressive Practice in Teaching, Learning and Technology, In: Remenyi, D. (Ed), Proceedings from the 8th European conference on e-learning,University of Bari, Italy, 29th-30th October. Academic Conferences International, pp. 549-557.

Smyth, K., Vlachopoulos, P., Walker, D., Wheeler, A. (2013). Cross-Institutional development of an online open course for educators: confronting current challenges and imagining future possibilities. In Carter, H, Gosper M. and Hedberg, J. (eds.), Electric Dreams. Proceedings ascilite 2013 Sydney. (pp.826-829)

Stefani, L. (2003) What is staff and educational development? in: Kahn, P. & Baume, D. (eds.) A Guide to Staff & Educational Development, Oxon: Routledge, pp. 9-23.

Cape Town Meeting Participants (2008) “The Cape Town Open Education Declaration,” [online] Available from: http://www.capetowndeclaration.org/read-the-declaration

TESEP (2007): Transforming and Enhancing the Student Experience through Pedagogy, Scottish Funding Council, e-Learning Transformation Programme, JISC, available at http://webarchive.nationalarchives.gov.uk/20140702233839/http://www.jisc.ac.uk/media/documents/programmes/elearningsfc/sfcbooklettesep.pdf

The UK Quality Code for Higher Eduction (2012) Glouchester: Quality Assurance Agency, available at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-brief-guide.aspx

UCISA (2012) 2012 Survey of Technology-Enhanced Learning for Higher Education in the UK, UCISA survey report, available at http://www.ucisa.ac.uk/~/media/groups/ssg/surveys/TEL_survey_2012_with%20Apps_final

Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Hybrid Pedagogy. Available at http://learnerexperiences.hybridpedagogy.com [accessed6 May 2014]

Wareing, S. 2004. It ain’t what you say, it’s the way that you say it: an analysis of the language of educational development. Educational Developments Issue 5.2

Webster, H. (2014) Using social media to enhance teaching, in: Brown, S. (2014) Learning, Teaching and Assessment in Higher Education. Global Perspectives, Palgrave Teaching and Learning, London: Palgrave

Weller, M. (2011) The Digital Scholar. How technology is transforming scholarly practice, London: Bloomsbury Academic.

Wenger, E., White, N. & Smith J. D. (2009) Digital Habitats. Stewarding technology for communities, Portland: CPsquare.

Please check the licensing agreements of individual pictues, before re-using them. Thank you.

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, see you there ;)

Chrissi Nerantzi Academic Developer

MMU @chrissinerantzi

Sue Beckingham Academic Developer

SHU @suebecks