18-19th June, Thessaloniki, Greece

1. Free-range professional development
Chrissi Nerantzi/Χρυσή Νεραντζή
Manchester Metropolitan University, UK, c.nerantzi@mmu.ac.uk
“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)
How do you do
professional
development?

2. http://upload.wikimedia.org/wikipedia/commons/6/6a/Free-range-hens.jpg
Εδώ
είμαι!

3. https://chrissinerantzi.wordpress.com/
http://www.slideshare.net/chrissi
@chrissinerantzi
Chrissi Nerantzi, Academic Developer, CELT, MMU

6. Live link at http://answergarden.ch/view/80135
17 May 2015
What does this mean for us?

7. 0 10 20 30 40 50 60
sharing experiences, learning
with and from others, networking
research interest
professional development for
application
new ideas
interested in open course design
used
interested in course themes
frequency
frequency
WHY? Reasons for joining #BYOD4L, January 2014
Is this significant?
Bennett
(2012):
similar
findings
in study
with
early
adopters

8. overview
• Professional development in the context of
learning and teaching in Higher Education in
the UK
• EU context
• closed, opened-up, connected, free-range and
examples from practice
• A pedagogical approach for open cross-
institutional professional development
• Co-creating the future?

9. Professional development of academics and other
professionals who teach in higher education in the UK
http://upload.wikimedia.org/wikipedia/commons/9/9c/Satellite_view_of_northwestern_Europe.jpg

10. “To achieve world
class higher
education teaching,
it should become
the norm for all
permanent staff
with teaching
responsibilities to be
trained on
accredited
programmes.”
(Dearing Report,
1997, online,
Recommendation
47)
“It is almost the only profession in which someone can
operate without any qualification or licence to practice.
Students go to university to learn, and good teaching is
integral to effective learning. But there is as yet no
requirement that academics who teach students in
higher education should hold a teaching qualification
or be qualified to teach.” (Mahoney, 2010, 2)
“It will be a condition of receipt of income from the
Student Finance Plan for the costs of learning that
institutions require all new academics with teaching
responsibilities to undertake a teaching training
qualification accredited by the HE Academy, and that
the option to gain such a qualification is made
available to all staff – including researchers and
postgraduate students – with teaching
responsibilities. (Browne, 2010, 45)

11. What matters most for students?
Source: https://www.timeshighereducation.co.uk/content/student-survey-rates-teaching-qualifications-above-research-activity
1. Active Researcher
2. Industry Practitioners
3. Teaching Qualification

12. Source: https://www.timeshighereducation.co.uk/content/student-survey-rates-teaching-qualifications-above-research-activity

13. by 2020 all teachers in HE to
hold a teaching qualification!
quality teaching
initial and continuous
professional development
opportunities to grow as
teachers
cross-institutional, cross-
cultural programmes
authentic, collaborative
development opportunities,
learning communities
call to open-up and join-up
provisions towards open
educational practice
To develop an Academy for
Teaching and Learning based
on the HEA example
EU’s role:
discussion
shift culture
support
“Quality higher
education teaching
is absolutely crucial
in enabling our
higher education
institutions to
produce the
critically-thinking,
creative, adaptable
graduates who will
shape our future.
And yet, while it
should be the
centre of gravity of
higher education,
the quality of
teaching in our
universities and
colleges is often
overlooked and
undervalued.”
Androulla Vassiliou,
European
Commissioner for
Education, Culture,
Multilingualism,
Youth and Sport
(European
Commission, 2013,
p. 4)

14. UK: What professional development
opportunities are available?
Within institutions
• Initial professional development
– Teaching qualification in HE
– Professional recognition (HEA)
– Introductory courses (non credit-
bearing)
• Continuous professional development
– MA in Learning and Teaching/Academic
Practice
– EdD, PhD
– Workshops, courses, webinars,
consultancy, networks and communities
– Scholarship of Teaching and Learning
– CPD Framework and Good Standing
(HEA)
– Conferences
– Open offers
Beyond institutions
• Professional communities, networks
• Regional, National and International
Conferences
• Publishing pedagogical research in
academic journals
• Publicly available resources and OER
through social media and
repositories (example: JORUM)
• Open courses
• Cross-institutional courses/events
• Massive Open Online Courses
Reward and Recognition
Locally: Student-led teaching awards
Teaching Excellence awards
Nationally: Fellowships of the HEA
National Teaching Fellowships

16. Centre for Excellence in Learning and
Teaching (CELT)
http://www.celt.mmu.ac.uk/

17. closed opened-up connected free-range

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

19. Module in Blackboard (VLE) plus
opened-up

20. Nerantzi & Uhlin (2012)
FDOL131 course design Nerantzi
& Uhlin (2012)
FDOL132 course design
Nerantzi, Uhlin and
Kvarnström (2013)
connected
Problem-Based Learning
Group spaces

21. free-range
practice-based CPD for growth
•practice-based academic CPD
for teaching tailored to
priorities and aspirations
•activities linked to current/past
CPD, subject-specific or generic
•pick ‘n’ mix academic CPD
activities per academic year
•capture CPD in an academic
portfolio (social media)
•get recognition for CPD
•Academic credits
•Maximise on local and global
offers
Bring Your Own Everything
FLEX
Academic
Portfolio
(Teaching &
Research)
Development
(CPD
Requirements)
QualificationsFLEX Award
Promotion
Professional
Recognition

22. free-range
Teaching &
Learning
Conversations,
monthly
webinars
Learning and
Teaching in Higher
Education, weekly
tweetchats
Creativity for Learning in HE,
MMU unit and open course,
ongoing engagement
Bring your own
device for
learning, 5-day
open learning
event, again in
Jan 16
Also
available:
• open
Assessment
course
• Open
Programme
Leadership
course
Greenhouse:
local
community
• Informal
• Formal
• Non-formal
• Internal
• External
• Formalising informal and non-formal
• Badges and credits
Flexible Open Social (FOS)
learning, open course, 13-17
July 15
glocal opportunities

23. Towards developing a pedagogical
approach for open cross-institutional
professional development

24. Is open appropriate?
https://farm2.staticflickr.com/1152/896763056_ac137f4947_z.jpg

25. promotiveinteraction
trusting
caring
sharing
supporting
community
social interdependence (Deutsch, 1949)
achieve common goals
https://farm4.static.flickr.com/3675/13579511404_daff93c60b.jpg
... positive relationships

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

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

28. https://farm7.staticflickr.com/6103/6322602724_ee53361b93_o.jpg

29. enquiry-based approach
https://farm8.staticflickr.com/7133/7623744452_7222654f38_b.jpg

30. blending (non-formal, formal and informal)
http://3.bp.blogspot.com/-Z7K0Wxw01JY/U4ZJMIjoIwI/AAAAAAAACSM/TJOfLA_ICkA/s1600/lego-bricks-pile.pnghttps://farm4.staticflickr.com/3760/11428169494_949923aec5_b.jpg

31. facilitator presence and support when needed
https://farm8.staticflickr.com/7146/6653628559_d2afb37c96_z.jpg

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

33. 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
… an example

34. How can we take
professional
development to
the next level?
What would work
for you, your staff
and your
institution?
http://canningsfreerangebutchers.com.au/wp-content/uploads/2012/11/free-range-farms.jpg

35. https://www.flickr.com/photos/purplechalk/6899009556/sizes/z/

36. https://plus.g
oogle.com/co
mmunities/10
51680123556
32331504

37. References 1/2
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2014
Bennett, L. (2012) Learning from the early adopters: Web2.0 tools, pedagogic patters and the development of the digital practitioner, Doctoral thesis, University of Huddersfield.
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38. References 2/2
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of Bedfordshire, Volume 4, Issue 2, pp. 42-58 http://www.beds.ac.uk/jpd
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Brighton, 10-11 November, pp. 558-566, Academic Conferences International.
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39. Free-range professional development
Chrissi Nerantzi, Academic Developer MMU, @chrissinerantzi
“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)
Free yourself and
seize the
opportunities!