The BYOD4L team is a distributed team of 12 learning technologists, developers, lecturers, researchers and an artist from 9 institutions across the UK and Australia. They have over 100 combined years of experience in technology enhanced learning. Their goal is to create open learning opportunities using social media and mobile devices. In 2013/14, they ran the first iteration of an open online course called BYOD4L that allowed educators and students to learn and develop skills around using smart devices for learning in a self-regulated manner. The course was facilitated using a problem-based learning approach on social media without any dedicated funding. The team discovered the benefits of open collaboration, modeling innovative teaching practices, and influencing institutional changes through showcasing
BYOD4L 1st community led iteration with Neil Withnell, Sheila MacNeill and Al...Chrissi Nerantzi
A little thank you from the BYOD4L developers for a massive and fantastic job Neil, Sheila and Alex did in January 2016.
Chrissi (Nerantzi) and Sue (Beckingham)
Note: The community is open all year round. Jump in and connect with colleagues and students to share practices and ideas. You are not alone ;)
https://plus.google.com/communities/115166756393440336480
Badges in HE, exploring the potential >>> presentation used for the TLC debateChrissi Nerantzi
26 October 2015
Prof. Ale Armellini & Chrissi Nerantzi
https://tlcwebinars.wordpress.com/2015/10/08/debate-is-there-a-role-for-badges-in-higher-education/
explaining multiple uses of badges
The 5C Framework by Chrissi Nerantzi and Sue BeckinghamSue Beckingham
The 5C Framework initially developed as a thematic framework for the open learning event Bring Your Own Device for Learning (BYOD4L) which has evolved into a pedagogical framework for wider use, particularly to foster social learning underpinned by critical and creative thinking and action.
BYOD4L 1st community led iteration with Neil Withnell, Sheila MacNeill and Al...Chrissi Nerantzi
A little thank you from the BYOD4L developers for a massive and fantastic job Neil, Sheila and Alex did in January 2016.
Chrissi (Nerantzi) and Sue (Beckingham)
Note: The community is open all year round. Jump in and connect with colleagues and students to share practices and ideas. You are not alone ;)
https://plus.google.com/communities/115166756393440336480
Badges in HE, exploring the potential >>> presentation used for the TLC debateChrissi Nerantzi
26 October 2015
Prof. Ale Armellini & Chrissi Nerantzi
https://tlcwebinars.wordpress.com/2015/10/08/debate-is-there-a-role-for-badges-in-higher-education/
explaining multiple uses of badges
The 5C Framework by Chrissi Nerantzi and Sue BeckinghamSue Beckingham
The 5C Framework initially developed as a thematic framework for the open learning event Bring Your Own Device for Learning (BYOD4L) which has evolved into a pedagogical framework for wider use, particularly to foster social learning underpinned by critical and creative thinking and action.
Bring your own devices for learning #BYOD4L l May Minicon #rscon5Sue Beckingham
In this short talk I will share the outcomes of an exciting free open short course myself Sue Beckingham and Chrissi Nerantzi developed called BYOD4Learning. Volunteer facilitators joined us and together with participants who were both educators and students, we learnt and reflected upon how using our own portable devices we could connect, communicate, curate, collaborate and create to enhance the learning experience.
This unique online course has a Creative Commons licence to enable other educators to reuse and extend the learning opportunities it affords.
We'd love to hear from anyone who would like to do this.
Presentation given at Seattle Pacific University during 2011 Global Symposium : Educational Innovations and Reform in Countries around the World.
Presenting some of the way openness (in particular open education) can act as an institutional catalyst for innovation and reform
Role Based Design - A practical way to build organisational e-Learning design...Steven Parker
"Role Based Design" - MoodleMoot 2015 presentation
This presentation describes the Role Based Design (RBD) model which consists of educational design and training strategies that teach Moodle co-design processes to teachers working in teams. The information science behind the Role Based Design model is based on the concept of 'boundary objects'. Boundary objects are abstract cultural or physical artifacts that enable teams to develop a mutual understanding of how they will work cooperatively, communicate and share information in Moodle. This short presentation outlines the various RBD boundary objects which consist of AGILE practices, learning design techniques, templates and training that scaffold teachers' creative and collaborative capacity to co-design courses. The main thesis of the RBD model is that to systemically develop e-Learning design capacity there first needs to be targeted mentoring of 'Team Leaders' and one to one tutoring of 'Teachers as e-Learning Designers'. The presentation also presents feedback on the impact of the RBD training and touches on how the model can be scaled in larger organisations.
Published as...
Parker, S. 2014. 'Role Based Design An evaluation of a 'schediogogical' (ski.dio.gogical) approach for developing systemic eLearning capacity by leading and facilitating agile co-design processes', International Journal of Instructional Technology and Distance Learning, vol. 11, no. 8, pp. 3-28.
Examining how coalescent spaces can transform in-class and out of class learningJohn Couperthwaite
How can we learn to blend live, in-class learning between physical and digital spaces? And how can teaching pedagogies adapt to new opportunities? This session will examine how digital advances in classroom learning are creating ‘coalescent spaces’ (White, 2016) in which students are empowered to collaborate through activities, discussion and feedback during class. Teachers also benefit from greater engagement through disrupting passive teaching approaches and being better informed of learner interaction and behaviours. Not only can this establish more engaged communities of learning in class, but it also encourages greater sequencing of learning before, during and after class based on the non-linear affordances of digital spaces.
Using Digital Media to enhance organizational & professional knowledge, cultu...Claudia Megele
In line with recommendations of Professor David Croisdale Appleby highlighting the importance of a culture of continuous professional development (CPD) and considering the importance and potential of social and digital media, this is a presentation that offers a practical solution for blended approach using social media (Yammer) and organizational knowledge hub in combination with face-to-face forums that support practice learning and professional development for social workers and OTs.
Some of the objectives of this platform are:
It creates a dynamic learning environment that is grounded in professional practice;
It allows social learning and offer a supportive environment for CPD and sharing work related questions, challenges, and experiences;
It can overcome the divide in services;
It offers a digital platform that can serve as the foundation for developing e-portfolios and personal development plans.
So if you are interested in human resource development or CPD, or if you are interested in use of social media for cultivating a community of practice (CoP) or a community of interest (CoI) in your local authority to sustain a culture continuous learning and professional development then this presentation may be of interest to you.
Presentation for LGA's Innovation Zone (9 July 2014)
Bring your own devices for learning #BYOD4L l May Minicon #rscon5Sue Beckingham
In this short talk I will share the outcomes of an exciting free open short course myself Sue Beckingham and Chrissi Nerantzi developed called BYOD4Learning. Volunteer facilitators joined us and together with participants who were both educators and students, we learnt and reflected upon how using our own portable devices we could connect, communicate, curate, collaborate and create to enhance the learning experience.
This unique online course has a Creative Commons licence to enable other educators to reuse and extend the learning opportunities it affords.
We'd love to hear from anyone who would like to do this.
Presentation given at Seattle Pacific University during 2011 Global Symposium : Educational Innovations and Reform in Countries around the World.
Presenting some of the way openness (in particular open education) can act as an institutional catalyst for innovation and reform
Role Based Design - A practical way to build organisational e-Learning design...Steven Parker
"Role Based Design" - MoodleMoot 2015 presentation
This presentation describes the Role Based Design (RBD) model which consists of educational design and training strategies that teach Moodle co-design processes to teachers working in teams. The information science behind the Role Based Design model is based on the concept of 'boundary objects'. Boundary objects are abstract cultural or physical artifacts that enable teams to develop a mutual understanding of how they will work cooperatively, communicate and share information in Moodle. This short presentation outlines the various RBD boundary objects which consist of AGILE practices, learning design techniques, templates and training that scaffold teachers' creative and collaborative capacity to co-design courses. The main thesis of the RBD model is that to systemically develop e-Learning design capacity there first needs to be targeted mentoring of 'Team Leaders' and one to one tutoring of 'Teachers as e-Learning Designers'. The presentation also presents feedback on the impact of the RBD training and touches on how the model can be scaled in larger organisations.
Published as...
Parker, S. 2014. 'Role Based Design An evaluation of a 'schediogogical' (ski.dio.gogical) approach for developing systemic eLearning capacity by leading and facilitating agile co-design processes', International Journal of Instructional Technology and Distance Learning, vol. 11, no. 8, pp. 3-28.
Examining how coalescent spaces can transform in-class and out of class learningJohn Couperthwaite
How can we learn to blend live, in-class learning between physical and digital spaces? And how can teaching pedagogies adapt to new opportunities? This session will examine how digital advances in classroom learning are creating ‘coalescent spaces’ (White, 2016) in which students are empowered to collaborate through activities, discussion and feedback during class. Teachers also benefit from greater engagement through disrupting passive teaching approaches and being better informed of learner interaction and behaviours. Not only can this establish more engaged communities of learning in class, but it also encourages greater sequencing of learning before, during and after class based on the non-linear affordances of digital spaces.
Using Digital Media to enhance organizational & professional knowledge, cultu...Claudia Megele
In line with recommendations of Professor David Croisdale Appleby highlighting the importance of a culture of continuous professional development (CPD) and considering the importance and potential of social and digital media, this is a presentation that offers a practical solution for blended approach using social media (Yammer) and organizational knowledge hub in combination with face-to-face forums that support practice learning and professional development for social workers and OTs.
Some of the objectives of this platform are:
It creates a dynamic learning environment that is grounded in professional practice;
It allows social learning and offer a supportive environment for CPD and sharing work related questions, challenges, and experiences;
It can overcome the divide in services;
It offers a digital platform that can serve as the foundation for developing e-portfolios and personal development plans.
So if you are interested in human resource development or CPD, or if you are interested in use of social media for cultivating a community of practice (CoP) or a community of interest (CoI) in your local authority to sustain a culture continuous learning and professional development then this presentation may be of interest to you.
Presentation for LGA's Innovation Zone (9 July 2014)
Taken from the adult education workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Kevin Robinson, team leader for adult education at the Erasmus+ UK National Agency.
This presentation provides beneficiaries and prospective applicants with different perspectives and new ideas on how to get the most from Erasmus+ projects.
It includes practical programme information as well as input from current organisers working to extend the reach of their project.
In 2013, nine strategic workshops were conducted by SURF and the SIG Open Education to support Open Education policy making by Dutch HE institutions. We will report on the lessons learned.
Supporting Open Education Policymaking by Higher Education Institutions in Th...Robert Schuwer
In 2013 nine workshops were conducted at HEIs in The Netherlands to support policy making on Open Education. In this presentation more details about these workshops and the results are presented. It was given at the Open Courseware Consortium Global Meeting 2014, 24 April, Ljubljana, Slovenia.
More information can be found in the paper: http://bit.ly/1iWoPa5
The Role of Teachers, Students and Institutions on OERicdeslides
On 19 September, ICDE was invited to take part in a panel plenary session, discussing the role of Teachers, Students and Institutions on OER. The scope for the discussion was to give recommendations for actions to mainstream OER in education systems worldwide from the perspective of the key stakeholder groups in education.
The role of educational developers in supporting open educational practicesMichael Paskevicius
While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013).
Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011).
This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives. Teaching and learning centres are well positioned to support change, review program and course objectives and quality, support professional development in the context of “open”, and support teaching and learning at the departmental, program, and course level. Open educational practices can be situated as a tool to support these change initiatives and provide new conceptualizations of teaching and learning (Bossu, & Fountain, 2015).
ISCN 2015 Dialogue 2: Regional Perspectives on Global Change, Gitile Naituli ISCN_Secretariat
Gitile Naituli, Professor of Management at Multimedia University of Kenya and Commissioner National Cohesion & Integration Commission, Chair of Mainstreaming Environment and Sustainability in Africa
Edu on Tour 2012: Action Research about Alternatives in EducationPhilippe Greier
Out of our experience in Austria a 1-week program Edu on Tour:2012 was coming out as a dynamic group learning process with concrete results and a social impact. In November 2012 12 social entrepreneurs and education activists from all around the world met up to a social media campaign for making alternatives in education visible.
The participants realized the tour within a self-organizing process from and met the first time in person at the start in Amsterdam.
Among those were also the responsible stuff and founders of Nuestra Escuela (Puerto Rico; Stated funded school with democratic principles; http://www.nuestraescuela.org/) that is one of the driving forces in the education transition in South America. During the Edu on Tour Styria we visited 5 alterna-tive education institutions.
A traveling report of the EoT2012 can be found at: http://www.knowmads.nl/the-educational-revolution/
• Knowmads Business School (Netherlands; Alternative Business School; 1 Year Full – Time Pro-gram) http://www.knowmads.nl/
• Neue Schule Hamburg (Germany; Democratic School) http://www.neue-schule-hamburg.org/, Kinder entscheiden total frei über Lerninhalte werden von Erwachsenen nur beraten) http://www.neue-schule-hamburg.org/
• D&F Academy (Germany; 1 Year Change Maker Program, 6 weeks fulltime) http://dfacademy.org/
• KaosPilots (Denmark; Business school; official Bachelor degree possible) http://www.kaospilot.dk/
• YIP - International Youth Program (Sweden; 1 year Change Maker Program, Social Entrepreneurship) http://yip.se/
• Nuestra Escuela (Regelschule mit demokratischen Prinzipien, Schüler entscheiden selbst über ihre persönliche Lernstrategie) http://www.nuestraescuela.org/
Presentation given by Dr Keith Smyth (@smythkrs) and Dr David Walker (@drdjwalker) as part of #fdol132 in 2013.
The presentation provided background on the Global Dimensions in Higher Education project http://globaldimensionsinhe.wordpress.com/ and examined some of the issues/challenges that confront institutions as they attempt to engage in open collaborative practices.
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
The Role of a Learning Technologist in Transforming Digital Learning Practice...Chrissi Nerantzi
18 January 2018, London, invited contribution to the Inside Government event Embracing Technology Enhance Learning in Higher Education
https://chrissinerantzi.wordpress.com/2018/01/20/inside-government-event-18-1-18/
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Who are we?
What did we bring with us?
2004 2013
1 year 24 years
total TEL years 108
professional relationships
3. Our team
2013/14
1. Who are we?
• Distributed team of 12 collaborators (learning technologists, developers, lecturers,
researchers and artist)
• Team members from 9 institutions (8 UK and 1 in Australia)
• longest professional relationship - since 2004
• In total 108 years of TEL
• Recognitions for our contributions 30 award/nominations
• Common goal and committed in achieving this together> cameraderie
2. What did we bring with us?
• Our expertise and experiences in TEL:
• social media for learning, teaching and professional development
• open educational practice and open educational resources
• open badges
• multi media-enhanced learning practices (audio, video etc.)
• creative approaches to learning
• enquiry-based learning using technologies (online, open and blended)
• problem based learning using video scenarios
• research active in TEL
4. BYOD4L, what is it?
How did we do it?
Why did we do it?
What was the value for learners?
5. BYOD4L: What is it?
• Open course for educators and students (using smart devices for
learning and teaching)
• Bite-size learning and development
• Authentic & contextualised learning
• Supported by facilitators and peers
• Vibrant learning community
BYOD4L: How did we do it?
• Team’s expertise and social media, no funding
• Pedagogical design: Based on Problem-Based Learning
• Research intentions build-into the design
• Facilitator buddy system and facilitators as co-learners
• Pick ‘n’ mix learning approach
• Sharing, learning conversations, reflection, experimentation and
collaboration using social media
• Rewarding learning through open badges
• Showing interest and caring for each other made a real difference
6. BYOD4L: Why did we do this?
• Create opportunities for open & connected learning & professional
development
• Help others develop and grow, emphasis on human support
• Learn through experience and immersion
• Model the use of bite-size open CPD
• Teachers learning in partnership with students
• Towards cross-institutional collaboration: a sustainable solution
• Share findings with the wider community (applying creative commons
licence and scholarly activities)
BYOD4L: What was the value for learners?
• Learning and developing in the open works well if supported
• Strong facilitation team, positive impact on learners, engagement and
achievement of learners
• Facilitators as co-learners worked well and modelled learning
• Choice vital for learning to increase motivation, engagement and build
confidence in actively experimenting with new ideas and changing practices
• Authentic, enquiry-based, collaborative learning
• Evidence of application in practice and confidence and competence in TEL
• Generated wider interest in TEL and more joined-up learning opportunities
7. What did we discover?
What happened next?
transforming practices
influencing institutional changes
building capacity
8. What did we discover?
• Professionalism and innovation
• A strong feeling of professional pride and achievement in working towards a common goal
• Being inventive together
• Devising scalable approaches to CPD
• Developing a novel, supportive and constructive learning environment
• Managing risk by evaluating innovative practice with peers
• Bringing together innovative thinking into a coherent and highly innovative working model
• Extending and strengthening global personal learning networks
• Supporting and being supported by colleagues
Collaboration
• Working alongside and sharing practice with like-minded, skilled people from different institutions in a
supportive, non-competitive environment
• A novel form of team interaction
• The benefits of peer-supported innovation and learning e.g. Sharing individual expertise
• Being part of a joint project was fun, useful and exciting and has instilled confidence
• Being reflective together through writing and dissemination activities.
Leading Edge Teaching & Learning
• Experience of facilitating online and open learning
• Modelling collaborative open course development using freely available tools
• Deploying and evaluating... Twitter, Open Badges, open CPD, SM4L,
• Learning about teaching and learning with technologies by doing it together
• Understanding through application how smart devices and social media can facilitate learning
• Bountiful examples of how user-generated content really works in practice
9. What happened next?
• Series of research activities linked to facilitator experience, open badges, open CPD, 5Cs and
dissemination (conferences, publications)
• Continuation of BYOD4L (July 2014) cross-institutional offer
• MELSIG book project and events (MMU, LJMU)
• Further TEL projects (examples open badges, open courses, open workshops and resources
development
• Strategic changes at institutional level (CELT strategy now includes open education, more emphasis on
TEL enabled academic development provision)
Publications and invitations
• Chapters and articles for books and journals on open educational practices
• Invited to present at SIGMA event on using Twitter to support learning
• Invited by Chrissi Nerantzi and Carol Yeager to write up my reflections as part of the open facilitator
project (work-in-progress)
• Invited by Prof Norman Jackson to co-edit with Chrissi Nerantzi a special edition of Lifewide Magazine on
social media
• opportunity for us to write a chapter for the Smart Learning book
• Presented BYOD4L project at MELSIG, Designing Learning Landscapes and international RSCON5 online
May MiniCon
• Invited to give keynote for MELSIG Social Media for Learning event
• Invited to be a facilitator for NW OER Network during Open Week
• Invited to speak at institutional L&T conferences and events
11. Open Collaboration & TEL Innovation
• Working collaboratively with peers across the sector in a joint enterprise can
be highly productive and innovative
• A diversity of knowledge and different levels of experience add to the
richness of a self-regulated team collaboration
• Only by working together were we able to apply and evaluate innovation in a
coherent, novel learning environment
• A diverse team models and supports effective learning
• Leading TEL change
• We validated each other and the topics of BYOD4L and Social Media for
Learning empowering each of us to influence change locally
• Creative, Reflective & Critical
• The team has been continuously reflective since its inception
• An openness to creativity has resulted in significant innovation
• An openness to being supportive and critical has maximised the quality of
the innovation for all involved.
BYOD4L continues...
July 14-18 2014
12. “What really impressed us is the collaborative,
open nature of the work undertaken to date.
Great example of cross-institutional,
international collaboration.”
The BYOD4L Team was shortlisted for the ALT Team Award 2014
13. Team BYOD4L (January 14)Chrissi Nerantzi, Sue Beckingham, Andrew Middleton. David Hopkins, Neil Withnell, Ellie Livermore,
Kathrine Jensen, Alex Spiers, Dr David Walker, Dr Panos Vlachopoulos, Ola Aiyegbayo, Chris Rowell