Can one chameleon make a difference?personal perspectives, opportunities anddilemmas of an academic developerChrissi Neran...
my brief• Overview of educational- andacademic development(accreditation, programs etc.)and the new eLearninglandscape in ...
The UK landscape through my eyes
UK HE
White Paper Students at the Heart of the System“Our university sector has a proud history and a world-class reputation, at...
student(s)
Quality: What does really matter?class size: 1 tutor 20 students tutor load: 1 classtutor full-timetutor has teaching qual...
Gibbs, G (2012) Implications of ‘Dimensionsof quality’ in a market environment, York:The Higher Education AcademyGibbs, G ...
http://www.qaa.ac.uk
http://www.enhancementthemes.ac.uk/
student voice
NSS focus on satisfaction instead of engagement
rewarding good teaching practice
http://www.heacademy.ac.ukThe UK PSFrecognition - accreditation
The Dimensions of the UK ProfessionalStandards Framework15Areas of Activity (WHAT)• Design and plan• Teach/support• Assess...
The Descriptors of the UK ProfessionalStandards Framework16D1Associate Fellow•early careerresearchers with someteaching•st...
The landscape in Swedenthrough your eyes
Academic Development in the UK,my perspective
At the heart of academic development arepeople, networks and communities. (Neame(2011)
Academic Development• Academic Developers– Academics– Academic related• internal offer:– Academic Development Units• HEA a...
Changing nature of AcademicDevelopment• emergence from a focus on the classroom to a focus on the learningenvironment• cha...
SEDA: Developing the Developerhttp://www.seda.ac.uk/
SEDA Values1. An understanding how people learn2. Scholarship, professionalism and ethical practice3. Working in, and deve...
http://www.heacademy.ac.uk/cll
http://www.jisc.ac.uk/
http://jiscdesignstudio.pbworks.com
http://www.jorum.ac.uk/
http://www.alt.ac.uk/http://www.alt.ac.uk/
http://www.nmc.org/publications/2013-horizon-report-higher-ed
social media• Professional communitiesand networks– LinkedIn– Twitter– Instagram– YouTube– Facebook
Academic Developmentin Sweden,your perspective
My way ;)
So, what do I do?PGCAPT & L projects supportSupport academics andprogramme teams, VC DTAWinnersPGR Students teachingprogra...
38Postgraduate Certificate inAcademic Practice (PGCAP)
“At present there are very few barriers to teachingin higher education. It is almost the onlyprofession in which someone c...
•l onger programmes more effective•learning towards credits seems toincrease motivation•changes to teacher attitudes andco...
The PGCAP• an exciting opportunity to learnand develop with colleagues fromdifferent disciplines andprofessional areas• to...
PGCAP structure and modulesfrom September 2013 (to be approved)Learning and Teachingin HE (LTHE)Assessmentand Feedbackfor ...
What is teamwork?
visualising theories together
learning students’ names
social media portfolios
reflecting: preparation for professional discussionhttp://stripgenerator.com/
learning journeys
students capturing their learning journeys
learning through games
active experimentationstudentscreatingresourcesstudentssharingexperiencescapturingcollaborativeactivitiessharingreflection...
52
Researching togetherpublicationsNerantzi, C (work-in-progress) A “quick ‘n’ dirty” OER video series or food for thought fo...
seed-> tree>apples>apple treeswhere we should measure impactcore sep11:32 participants/3448 students108 students/per parti...
PGCAP success storiesPaul TraceyBest Teacher 2012, Student Led Teaching Award of the Salford Student Union,University of S...
“I would like to say thank you to the wholeteam as I enjoyed the programmeimmensely and think you all do a wonderfuljob wi...
Your way ;)
Open. Is this a new thing?
learning through timefrom experience, informal learning: family& communitySocrates, Plato’s Academy > formallearning = edu...
Education EverydayAnalog DigitalTethered MobileIsolated ConnectedGeneric PersonalConsumers CreatorsClosed OpenDifferences ...
“Openness is a fundamental value underlying significant changes insociety and is a prerequisite to changes institutions of...
OER OEPOERintegratedin OEP
social media
• 2010-2011• open course linked to PgCert provision• using PBL task: assessment and feedbackDr Keith SmythMSc BOE Programm...
PBLConference2011Lars UhlinEducational DeveloperKarolinska Institutet, Sweden
#FDOL131 organisersand facilitatorsChrissi NerantziAcademic DeveloperUniversity of Salford, UKFDOL organiserPBL facilitato...
https://fdol.wordpress.com/today: opening up
#FDOL131 PBL group 1, unit 3:
opening-uphttps://learningandteachinghe.wordpress.com/
http://www.text2mindmap.com/Live mindmap at http://www.text2mindmap.com/m3LTyK
https://www.edx.org/
challenges opportunitieshabitstimedigital literaciespedagogiesresourcesinstitutional technologiesown devices, social media...
Opening up education.What are your thoughts?
SEDA values: flashcards
SEDA Values1. An understanding how people learn2. Scholarship, professionalism and ethical practice3. Working in, and deve...
ReferencesGibbs, G (2010) Dimensions of quality, York: The Higher Education AcademyGibbs, G (2012) Implications of ‘Dimens...
Can one chameleon make a difference?personal perspectives, opportunities anddilemmas of an academic developer Chrissi Nera...
Can one chameleon make a difference?
Can one chameleon make a difference?
Can one chameleon make a difference?
Can one chameleon make a difference?
Can one chameleon make a difference?
Can one chameleon make a difference?
Can one chameleon make a difference?
Can one chameleon make a difference?
Can one chameleon make a difference?
Can one chameleon make a difference?
Can one chameleon make a difference?
Can one chameleon make a difference?
Can one chameleon make a difference?
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personal perspectives, opportunities and dilemmas of an academic developer
27 May 2013 Centre for Medical Education, Karolinska Institutet, Sweden
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Can one chameleon make a difference?

  1. 1. Can one chameleon make a difference?personal perspectives, opportunities anddilemmas of an academic developerChrissi Nerantzi, Academic Developer @chrissinerantzi27 May 2013 Centre for Medical Education, Karolinska Institutet, Sweden
  2. 2. my brief• Overview of educational- andacademic development(accreditation, programs etc.)and the new eLearninglandscape in the UK context• Your way of working asacademic developer at Salfordand your experiences• Experiences from FDOL131• Discuss perspectives on thechanging learning landscapeand the role of academicdevelopers and the challengeswe are facing and theopportunities we have inflexible, distance, open andonline learning.what we aregoing to do• Getting to know each other• the UK HE landscape throughmy eyes + what aboutSweden?• Academic Development inthe UK, my perspective + andin Sweden?• My way + your way – ourway ;)• Open, is this a new thing?
  3. 3. The UK landscape through my eyes
  4. 4. UK HE
  5. 5. White Paper Students at the Heart of the System“Our university sector has a proud history and a world-class reputation, attracting students from across the world. Highereducation is a successful public-private partnership: Government funding and institutional autonomy. This White Paper builds on thatrecord, while doing more than ever to put students in the driving seat.We want to see more investment, greater diversity and less centralised control. But, in return, we want the sector to becomemore accountable to students, as well as to the taxpayer.Our student finance reforms will deliver savings to help address the large Budget deficit we were left, without cutting the quality ofhigher education or student numbers and bringing more cash into universities. They balance the financial demands of universities withthe interests of current students and future graduates. Students from lower-income households will receive more support thannow and, although many graduates will pay back for longer, their monthly outgoings will be less and the graduate repaymentsystem will be more progressive. No first-time undergraduate student will have to pay upfront fees. We are also extending tuitionloans to part-time students, increasing maintenance support and introducing a new National Scholarship Programme.But our reforms are not just financial. We want there to be a renewed focus on high-quality teaching in universities so that it has thesame prestige as research. So we will empower prospective students by ensuring much better information on different courses. Wewill deliver a new focus on student charters, student feedback and graduate outcomes. We will oversee a new regulatory frameworkwith Higher Education Funding Council for England (HEFCE) taking on a major new role as a consumer champion. We will tackle themicro-management that has been imposed on the higher education sector in recent years and which has held institutions back fromresponding to student demand. We must move away from a world in which the number of students allocated to each university isdetermined in Whitehall. But universities will be under competitive pressure to provide better quality and lower cost.Responding to student demand also means enabling a greater diversity of provision. We expect this to mean more highereducation in further education colleges, more variety in modes of learning and wholly new providers deliveringinnovative forms of higher education. The Coalition will reform the financing of higher education, promote a betterstudent experience and foster social mobility. Our overall goal is a sector that is freed to respond in new ways to theneeds of students.”David Willetts, source http://webarchive.nationalarchives.gov.uk/+/http://discuss.bis.gov.uk/hereform/introduction/
  6. 6. student(s)
  7. 7. Quality: What does really matter?class size: 1 tutor 20 students tutor load: 1 classtutor full-timetutor has teaching qualificationstudents: time on task‘close contact’student tutorinteractions andrelationship foreducational gainsfocus on formativeassessmentquick feedbackfor learning intellectual challengepositiveresearchenvironmenttutors asreflectivepractitionersactive learningcollaborativeand social learningclear and highexpectationspeer assessmentlearning hours matterprogrammeteams to worktogethersocialrelationshipsprogramme teamstudents as partnersstudents using feedbackProf. Graham Gibbstoday: evidence-based practice
  8. 8. Gibbs, G (2012) Implications of ‘Dimensionsof quality’ in a market environment, York:The Higher Education AcademyGibbs, G (2010) Dimensions of quality, York:The Higher Education Academy, pp. 19-37Prof. Graham Gibbs
  9. 9. http://www.qaa.ac.uk
  10. 10. http://www.enhancementthemes.ac.uk/
  11. 11. student voice
  12. 12. NSS focus on satisfaction instead of engagement
  13. 13. rewarding good teaching practice
  14. 14. http://www.heacademy.ac.ukThe UK PSFrecognition - accreditation
  15. 15. The Dimensions of the UK ProfessionalStandards Framework15Areas of Activity (WHAT)• Design and plan• Teach/support• Assess/give feedback• Develop effectivelearning environmentsand approaches tostudentsupport/guidance• Engage in CPDincorporating research,scholarship andevaluation ofprofessional practicesCore Knowledge (HOW)• Subject• Appropriate methods ofteaching and learning• How students learn• Use and valueappropriate learningtechnologies• Methods for evaluatingeffectiveness ofteaching• Quality assurance andquality enhancementProfessional Values(WHY)• Respect individuallearners and learningcommunities• Promote participationand equality ofopportunities• Use evidence-informedapproaches and theoutcomes fromresearch, scholarshipand CPD• Acknowledge the widercontext in which HEoperates recognisingimplications forprofessional practice
  16. 16. The Descriptors of the UK ProfessionalStandards Framework16D1Associate Fellow•early careerresearchers with someteaching•staff new to teachingincluding part-timestaff•staff supportingacademic provision(learningtechnologists, librarystaff•demonstrators,technicians with someteachingresponsibilities•experienced staff newto teaching or withlimited teachingportfolioD2Fellow•Early career academicsin full teaching role•Academic related,support staff withsubstantive teachingresponsibilities•Staff with teaching-only responsibilities,including within work-based settingsD3Senior Fellow•Experienced staff whodemonstrate impactand influence throughleading, managingorganisingprogrammes,subjects/disciplinaryareas•Experienced subjectmentors and staffsupporting those newto teaching•Experienced staff withdepartmental and/orwider teaching andlearning supportadvisoryresponsibilitiesD4Principal Fellow•Highlyexperiences/seniorstaff with wide-rangingacademic/academic-related strategicleadershipresponsibilities linkedto teaching andsupporting learning•Staff responsible forinstitutional strategicleadership and policy-making in teachingand learning•Staff who havestrategic impact andinfluence in relation toteaching and learningthat extends beyondtheir own institution
  17. 17. The landscape in Swedenthrough your eyes
  18. 18. Academic Development in the UK,my perspective
  19. 19. At the heart of academic development arepeople, networks and communities. (Neame(2011)
  20. 20. Academic Development• Academic Developers– Academics– Academic related• internal offer:– Academic Development Units• HEA accredited institutional (cross-) disciplinary PgCerts, CPD Frameworks, non-accredited open workshops, consultancy, support, research activities– Academic Developers within Faculties/Departments– L & T/TEL champions/fellows• external offer (HEA, SEDA, ALT, JISC etc.)• networks (social media)• conferences• projects and research• open educational practices, open educational resources• working with learning technologists, IT, academics, professional services, managers, leaders• influence and implement strategy and policy within an institution• introduce and spread innovative practices
  21. 21. Changing nature of AcademicDevelopment• emergence from a focus on the classroom to a focus on the learningenvironment• changing emphasis from individual teachers to a focus on courseteams and departments, and also leadership in teaching• a parallel change from a focus on teaching to a focus on learning• a developing emphasis from change tactics to change strategies• a changing focus from quality assurance to quality enhancement• a changing focus from ‘fine tuning’ of current practice totransforming practice in new directionsGibbs, 2013, 5-9Prof. Graham Gibbs
  22. 22. SEDA: Developing the Developerhttp://www.seda.ac.uk/
  23. 23. SEDA Values1. An understanding how people learn2. Scholarship, professionalism and ethical practice3. Working in, and developing learningcommunities4. Working effectively with diversity and promotinginclusivity5. Continuing reflection on professional practice6. Developing people and processessource: http://www.seda.ac.uk/professional-development.html?p=2_1_1
  24. 24. http://www.heacademy.ac.uk/cll
  25. 25. http://www.jisc.ac.uk/
  26. 26. http://jiscdesignstudio.pbworks.com
  27. 27. http://www.jorum.ac.uk/
  28. 28. http://www.alt.ac.uk/http://www.alt.ac.uk/
  29. 29. http://www.nmc.org/publications/2013-horizon-report-higher-ed
  30. 30. social media• Professional communitiesand networks– LinkedIn– Twitter– Instagram– YouTube– Facebook
  31. 31. Academic Developmentin Sweden,your perspective
  32. 32. My way ;)
  33. 33. So, what do I do?PGCAPT & L projects supportSupport academics andprogramme teams, VC DTAWinnersPGR Students teachingprogrammeObservations of teachingT&L ResourcesTeaching Essentials programmeHEA Fellowship supportResearch...
  34. 34. 38Postgraduate Certificate inAcademic Practice (PGCAP)
  35. 35. “At present there are very few barriers to teachingin higher education. It is almost the onlyprofession in which someone can work withoutany qualification or licence to practice. Studentsgo to university to learn, and good teaching isintegral to effective learning. But there is as yet norequirement that academics who teach studentsin Higher Education should hold a teachingqualification or be qualified to teach”.(Craig Mahoney, 2011, HEA Speech)
  36. 36. •l onger programmes more effective•learning towards credits seems toincrease motivation•changes to teacher attitudes andconceptions•positive association betweenparticipating in teacherdevelopment programmes anddevelop learner-centred teachingmethods•impact may more readily achievedfor established teachers•substantial potential for transfer topractice among ‘novice’ or aspiringteachers where a critical mass ofpedagogic knowledge is achieved•participants become morecomfortable with TEL•richer exchange in cross-disciplinaryprogrammes•research gap of such programmes:real impact on the studentexperience
  37. 37. The PGCAP• an exciting opportunity to learnand develop with colleagues fromdifferent disciplines andprofessional areas• to be open, creative, andexperiment in a safe environmentand within a learning community• to discuss, debate and challengeanything linked to teaching andlearning, practice and theory• to engage in conversations aboutteaching and learning at theUniversity of Salford• gain a recognised TeachingQualification in HE• a programme accredited by theHEA and NMCreflectionactive experimentationlinking theory andpracticemodelling variety ofcreative learning andteaching approachesresearch-informedteachinginnovatePGCAPstudentpeersmoduletutorpersonaltutorfeedbackbuddyactionlearningsetmentorpersonallearningnetwork
  38. 38. PGCAP structure and modulesfrom September 2013 (to be approved)Learning and Teachingin HE (LTHE)Assessmentand Feedbackfor Learning(AFL)Flexible,Distance andOnlineLearning(FDOL)AcademicLeadership forLearning Gains(ALLG)all modules: 30 credits at Level 7 (MA)
  39. 39. What is teamwork?
  40. 40. visualising theories together
  41. 41. learning students’ names
  42. 42. social media portfolios
  43. 43. reflecting: preparation for professional discussionhttp://stripgenerator.com/
  44. 44. learning journeys
  45. 45. students capturing their learning journeys
  46. 46. learning through games
  47. 47. active experimentationstudentscreatingresourcesstudentssharingexperiencescapturingcollaborativeactivitiessharingreflectionshaving funlearningtogether
  48. 48. 52
  49. 49. Researching togetherpublicationsNerantzi, C (work-in-progress) A “quick ‘n’ dirty” OER video series or food for thought for teachers studying towards the Postgraduate Certificate in Academic PracticeNerantzi, C and Despard, C (submitted) Lego models to aid reflection. Enhancing the summative assessment experience in the context of Professional Discussions within accreditedAcademic Development provision, Innovations in Education and Teaching InternationalNerantzi, C (submitted) Using web-conferencing technologies to enable wider learning conversations for professional development, Education and Culture DG, Lifelong LearningProgramme, Education, Audiovisual and Executive Agency (University of Salford is a partner)Nerantzi, C, Lace-Costigan, G, Jackson, R, Currie, N, Despard, C and Peters, L (2013) Tweet-tweet who is there? Using Twitter in teacher education, Madhouse of Ideas, available athttp://madhouseofideas.org/?page_id=502Nerantzi, C (2013) OER video series Food for thought: CPD on-the-go and for teachers in Higher Education, OER13 Conference Proceedings, Nottingham 26 and 27 March 2013Nerantzi, C (2013) An open peer observation experiment within the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford, Issue 14.1, March 2013,Educational Developments Magazine, SEDA, pp. 15-19.Nerantzi, C and Currant, N (2011) Using e-portfolios for learning and assessment within the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford, Centre forRecording Achievement, available at www.recordingachievement.orgNerantzi, C (2011) To act, or not to act, upon feedback? A case study in Academic Development, Students’ experience and student feedback, HEA Education Subject Centre, availableat http://escalate.ac.uk/studentfeedbackNerantzi, C, Currant, N, Avramenko, A & Harvey, V (2011) Feedback conversations in a blended classroom, TEAN STOREHOUSE,athttp://www.cumbria.ac.uk/AboutUs/Subjects/Education/Research/TEAN/TeacherEdNerantzi, C (2011) ‘I didn’t know this was possible’ – exploring technology-enhanced learning and teaching approaches within Academic Development, Working with Diverse Groups ofLearners in the Digital Age, HEA Education Subject Centre ESCalate Publication, available at http://escalate.ac.uk/8538book chaptersNerantzi, C and Hannaford, L (accepted) Action learning sets flipping the classroom, advantages and challenges. An example from Academic DevelopmentSmith, C and Nerantzi, C (in print) ePortfolios: Assessment as learning using social media, Waxmann publishers, series ”Gesellschaft for Medien in der Wissenschaft” (Association forMedia in Science, www.gmw-online.de) (more details will follow)Nerantzi, C (2013) Using Voicethread to enable media-rich online collaborative learning, in: Middleton, A ed. Digital Voices, Sheffield: MELSIG.Nerantzi, C (2013) “Sell your bargains” Playing a mixed-reality game with academics to spice-up teaching in HE, Cases on Digital Game-Based Learning: Methods, Models and Strategies,Information Science Reference, Hershey: IGI Global, pp. 131-144.presentations, workshops6 June 2013, Creative learning through creative teaching, invited webinar for the University College Suffolk17 Apr 2013, Would Plato love Lego? or making models to aid reflection within Academic Development, invited inspirED presentation at the Univesity of Dundee, Scotland26-27 Mar 2013, “OER video series Food for thought: CPD on-the-go and for teachers in Higher Education, OER13 Conference, Nottingham15-16 Nov 2012, ”Let’s play! – the value of game-based learning in Academic Development” Workshop with Craig Despard, 17th Annual SEDA Conference, Excellence in Teaching:recognising, enhancing, evaluating and achieving impact, Aston Business School. Birmingham29 Aug 2012, “Social media eportfolio for learning and assessment”, with Dr. Chris Smith and Craig Despard, eAssessment Conference Scotland, Feeding back, Forming the future (onlinecontribution), http://www.e-assessment-scotland.org/?page_id=1030#pgcap19-22 June 2012, “Engaging learners through time-bound online role-play activities: using Elluminate to promote learner engagement” workshop with Dr. Chris Smith, STLHE 2012Conference, Montreal, Canada19 Apr 2012 “Social media portfolios for learning and assessment”, invited presentation with PGCAP students, Sheffield Hallam University3 Feb 2012 “Playing games in Higher Education”, discussing a mixed-reality game developed for the PGCAP, Thunderstorm session during the MEL SIG event, University of Salford withKirsty Pope and Neil Currie11 Dec 2011 “Play ‘n’ learn, spicing up teaching in Higher Education using a mixed-reality game, invited” webinar delivered with academics studying towards the PGCAP at the Universityof Salford, Creativity and Multicultural Communication (Massive Online Open Cource), organizer: Empire State College, State University of New York,site:http://www.cdlprojects.com/cmc11blog/contents/week-13-untitled/17-18 November 2011 “e-portfolios for learning”, 16th Annual SEDA Conference 2011, Using Technology to Enhance Learning, joined presentation with Currant N.6-8 July 2011 “Feedback conversations in a blended classroom” with Currant, N., Avramenko, A. and Harvey V., Education in a Changing Environment, 6th International Conference,Creativity and Engagement in Higher Education, Salford.25 Jan 2011 “Formative Feedback in the blended classroom – how an e-portfolio can create a student-tutor dialogue to improve learning” joined presentation with Neil Currant, Dr. AlexAvramenko and Vicki Harvey during the Good Practice Event: Students’ Journey with Technology Enhanced Learning, ADU, University of Salford53
  50. 50. seed-> tree>apples>apple treeswhere we should measure impactcore sep11:32 participants/3448 students108 students/per participantplus impact on colleagues!!!
  51. 51. PGCAP success storiesPaul TraceyBest Teacher 2012, Student Led Teaching Award of the Salford Student Union,University of Salfordshortlisted for the Times Higher Education Awards in the category of Most InnovativeTeacher of the Year 2012Sarah Bodell and Denis McGrathVCs Distinguished Teaching Award in 2012Neil DonohueVCs Distinguishes Teaching Group Award in 2012Sam InglesonFunded research project linked to game-based learningUdayangani KulatungaFunded research project with Sri LankaNeil CurrieWon as members of the Civil Engineers and its Structures team, Laurence Weekes,Neil Currie, Phillip Leach, Jinyan Wang & Jonathan Haynes, the The IStructE 2012Award for Excellence in Structural Engineering Education 2012
  52. 52. “I would like to say thank you to the wholeteam as I enjoyed the programmeimmensely and think you all do a wonderfuljob with the programme and also helping usthrough the process of being studentsagain, which was a bit daunting at first.Once again many thanks.”“The biggest thing I gained from the PGCAPwas the opportunity to reflect on my teachingpractice. The lectures and assignments gaveme space to stop and think about my sessiondesign and delivery and how it could beenhanced. Most importantly, through findingout about the range of teaching and learningstyles it allowed me to put the learner at thecentre of the learning experience and alsoreflect on my own particular learning style. ThePGCAP is a great way to meet other peoplewho teach and support learning and I gained alot from the exchange of ideas and networkingin classes and online.”“My time as a student on the PGCAP hasenabled me to really think about what ismeans to be a “Good Teacher” and inparticular to always put the student atthe heart of my teaching. This soundsobvious; however on reflection it is notso obvious and sometimes I really needto think about what the students areexperiencing, thinking and assimilatingduring my teaching session. If myteaching session is not going to plan ordid not go to plan I think- what would mycolleagues on the PGCAP team dodifferently? And then change itaccordingly.”“We are following your lead andembedding eportfolios into ourundergraduate programme. Ithought it was a fantastic way tobe assessed. Thanks.”
  53. 53. Your way ;)
  54. 54. Open. Is this a new thing?
  55. 55. learning through timefrom experience, informal learning: family& communitySocrates, Plato’s Academy > formallearning = education – closing downKnowledge for a few, books > typography> more accessible, opening upDigital revolution > informal learningwide open, formal learning > opening up
  56. 56. Education EverydayAnalog DigitalTethered MobileIsolated ConnectedGeneric PersonalConsumers CreatorsClosed OpenDifferences between Higher Education and the Supersystem in which it is Embedded (Wiley and Hilton, 2006, 3)
  57. 57. “Openness is a fundamental value underlying significant changes insociety and is a prerequisite to changes institutions of higher educationneed to make in order to remain relevant to the society in which theyexist. There are a number of ways institutions can be more open,including programs of open sharing of educational materials. Individualfaculty can also choose to be more open without waiting for institutionalprograms. Increasing degrees of openness in society coupled withinnovations in business strategy like dynamic specialization are enablingradical experiments in higher education and exerting increasingcompetitive pressure on conventional higher education institutions. Nosingle response to the changes in the supersystem of higher educationcan successfully address every institution’s situation. However, everyinstitution must begin addressing openness as a core organizationalvalue if it desires to both remain relevant to its learners and to contributeto the positive advancement of the field of higher “ (Wiley and Hilton,2009, 1)
  58. 58. OER OEPOERintegratedin OEP
  59. 59. social media
  60. 60. • 2010-2011• open course linked to PgCert provision• using PBL task: assessment and feedbackDr Keith SmythMSc BOE Programme LeaderEdinburgh Napier
  61. 61. PBLConference2011Lars UhlinEducational DeveloperKarolinska Institutet, Sweden
  62. 62. #FDOL131 organisersand facilitatorsChrissi NerantziAcademic DeveloperUniversity of Salford, UKFDOL organiserPBL facilitatorLars UhlinEducational DeveloperKarolinska Institutet, SwedenFDOL organiserPBL facilitatorMaria KvarnströmEducational DeveloperKarolinska Institutet,SwedenPBL facilitator
  63. 63. https://fdol.wordpress.com/today: opening up
  64. 64. #FDOL131 PBL group 1, unit 3:
  65. 65. opening-uphttps://learningandteachinghe.wordpress.com/
  66. 66. http://www.text2mindmap.com/Live mindmap at http://www.text2mindmap.com/m3LTyK
  67. 67. https://www.edx.org/
  68. 68. challenges opportunitieshabitstimedigital literaciespedagogiesresourcesinstitutional technologiesown devices, social mediafeescompetitionopen (teaching, learning and research)diverse student body (international, part-time, work-based, mature)students as consumers?rapid knowledge advancements
  69. 69. Opening up education.What are your thoughts?
  70. 70. SEDA values: flashcards
  71. 71. SEDA Values1. An understanding how people learn2. Scholarship, professionalism and ethical practice3. Working in, and developing learningcommunities4. Working effectively with diversity and promotinginclusivity5. Continuing reflection on professional practice6. Developing people and processessource: http://www.seda.ac.uk/professional-development.html?p=2_1_1
  72. 72. ReferencesGibbs, G (2010) Dimensions of quality, York: The Higher Education AcademyGibbs, G (2012) Implications of ‘Dimensions of quality’ in a market environment, York:The Higher Education AcademyGibbs, G (2013) Reflections on the changing nature of educational development,International Journal for Academic Development, 2013, Vol. 18, No. 1, 4-14.Neame, C. (2011) Exploring Models of Development of Professional Practice inLearning and Teaching in Higher Education: What Can We Learn from Biology andMarketing? Educate~ Vol. 11, No. 1, 2011, pp. 9-19.Wiley, D. and Hilton, J. (2009) Openness, Dynamic Specialization, and theDisaggregated Future of Higher Education, in: International Review of Research inOpen and Distance Learning, Volume 10, Number 5, 2009, pp. 1-16., available athttp://www.irrodl.org/index.php/irrodl/article/view/768 [accessed 25 February 2013]
  73. 73. Can one chameleon make a difference?personal perspectives, opportunities anddilemmas of an academic developer Chrissi Nerantzi, @chrissinerantzi27 May 2013 Centre for Medical Education, Karolinska Institutet, Sweden
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