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![References
• Buckley, C., Nerantzi, C. & Spiers, A. (2017) Chapter 7 Enhancing learning and teaching with technology, in: Scales, P. (2017) An introduction to learning and
teaching in higher education: supporting fellowship, Publisher: Open University Press, pp. 107-116.
• Crawford, K. (2009). Continuing professional development in higher education: Voices from below. University of Lincoln. [EdD thesis]. Accessed from
http://eprints.lincoln.ac.uk/2146/1/Crawford-Ed%28D%29Thesis-CPDinHE-FINAL%28Sept09%29.pdf
• Freire, P. (2007) Pedagogy of the heart, New York: Continuum
• Harrar, V. & Spence, C. (2013) The taste of cutlery: how the taste of food is affected by the weight, size, shape, and colour of the cutlery used to eat it, Flavour
2013, 2.21, available at https://flavourjournal.biomedcentral.com/articles/10.1186/2044-7248-2-21
• Nerantzi, C. (2015) The Playground Model for Creative Professional Development, In: Nerantzi, C. & James, A. (eds.) (2015) Exploring Play in Higher Education,
Creative Academic Magazine, Issue 2A, June 2015, pp. 40-50
• Nerantzi, C. (2017) Towards a framework for cross-boundary collaborative open learning for cross-institutional academic development, PhD thesis, Edinburgh:
Edinburgh Napier University.
• Nerantzi, C. (accepted) The playground model revisited, a proposition to boost creativity in academic development, in: James, A. & Nerantzi, C. (eds.) (work-in-
progress) The Power of Play, Palgrave, submission deadline of book manuscript May 2018.
• Nerantzi, C. & Beckingham, S. (2015) BYOD4L: Learning to use own smart devices for learning and teaching through the 5C framework, in Middleton, A. (ed.)
(2015): Smart learning: teaching and learning with smartphones and tablets in post-compulsory education, pp. 108-126, Sheffield: MELSIG.
• Palmer, P. J. (2007) The courage to teach. Exploring the inner landscape of a teacher’s life, San Francisco: Jossey-Bass
• Parsons, D., Hill, I., Holland J. & Willis, D. (2012) Impact of teaching development programmes in higher education. York: The Higher Education Academy. Accessed
from https://www.heacademy.ac.uk/system/files/resources/hea_impact_teaching_development_prog.pdf on 18th October 2013.
• Thomas, D. & Seely Brown, J. (2011) A new culture of learning. Cultivating the imagination for a world of constant change.
• Treviranus, J. (2016) Life-long learning on the inclusive web, Proceedings of the 13th Web for All Conference, Article 1, Montreal, Canada, April 11-13, available at
https://dl.acm.org/citation.cfm?id=2899476
• Weller, M. (2014) The battle for open. How openness won and why it doesn’t feel like victory, London: ubiquity press.](https://image.slidesharecdn.com/cnlearningtechmyapproach-180121135252/75/The-Role-of-a-Learning-Technologist-in-Transforming-Digital-Learning-Practices-Across-the-University-40-2048.jpg)
Uploaded byChrissi Nerantzi
The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University
The document discusses the role of a learning technologist in enhancing digital learning experiences at universities through interdisciplinary collaboration and innovative teaching strategies. It emphasizes the importance of openness, creativity, and professional development in transforming educational practices. Various frameworks and models, such as the playground model, are presented as tools for fostering effective learning environments and community-building.
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The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University
- 1. “A mind islike a parachute, it doesn’t work if it is not open” Frank Zappa The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University Dr Chrissi Nerantzi @chrissinerantzi http://maxpixel.freegreatpicture.com/static/photo/1x/Military-Jumping-Training-Parachute-Parachuting- 929133.jpg All images unless otherwise stated are made available under “labelled for re-use” and found via Google images. The original source is mentioned each time. A big thank you to the…
- 3. http://maxpixel.freegreatpicture.com/static/photo/1x/Silver-Fork-Kitchen-Cutlery-Spoon-Vintage-Steel-686 If cutlery can influencefood taste (Harrar & Spence, 2013), can technology influence the learning AND teaching experience?
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- 6. “Only an educationof question can trigger, motivate, and reinforce curiosity.” (Freire, 2007, 31)
- 7. 24 Oct 17,Nutritional Sciences, L4 The Mediterranean diet, a collaboration with Haleh Moravej, Senior Lecturer in Nutritional Sciences, Manchester Met
- 8. 24 Oct 17,Nutritional Sciences, L4 The Mediterranean diet through inquiry-based learning
- 9. “Good teachers possessa capacity for connectedness. They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves.” (Palmer, 2007, 11)
- 10. Creativity for Learningin HE module, L7 (since 2014) recording Moodle submission
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- 13. Internal cross- disciplinary community (Parsons etal., 2012) External disciplinary networks (Crawford, 2009) Cross-boundary communities (Nerantzi, 2017) professional development opportunities Modes of par-ticipation Time, places and space Culture and language Diverse professional contexts
- 14.
- 15. ”In our interconnectedand crowded society we need to go beyond tolerating or respecting diversity, we need to prize and learn to orchestrate and create synergy out of our differences. We should shift focus from how we are each better or worse in the same skills, to the unique, evolving set of talents, passions and competencies we each bring to tasks at hand. It is our variability that gives us collective strength.” (Treviranus, 2016, 6)
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- 17. 2014 2015- 2018 2013 2010 2011 Where itall comes from
- 18. https://byod4learning.wordpress.com/https://fdol.wordpress.com/fdol132/ Learning in groups usingPBL was a choice! Groups supported by facilitators from collabating institutions 2014 to present from 2016 community-led 2013, 2014 8-12 weeks 5 days
- 19. Digital Information Literacyaward 2015 for his 12apps of Christmas initiative (Chris Rowell) #coachingHE German French #mindmunch Community-based organising team 2016, 2017, 2018 5C >>> 5CC Framework
- 20. #LTHEchat No 1#LTHEchat No 101 created by colleagues using Martin Hawksey’s
- 21. LTHEchat • I hourof speedy CPD every week • Often over 1000 tweets, over 100 participants • Over 3 years • Over 100 chats • Steering group • Rotating organising teams • Over 100 guests (staff and some students) • Range of tweetchat formats • Collaborations (HEA, RAISE, BETT, MetMUnch, ALT)
- 22. ”I would liketo give something back.”
- 25. Introduced in 2011blended approach since 2014 cross-institutional approach https://tlcwebinars.wordpress.com http://www.celt.mmu.ac.uk/flex/tlc.php 2015/16 introduced rotating organising team (CELT & TEL team collaboration) Nerantzi, C. (2011) Teaching and Learning Conversations. Flexible, bite-size staff development by, with and for academics, UCISA Best Practice guide on Engaging Academics with TEL, available at http://www.ucisa.ac.uk/publications/engaging.aspx , pp. 4-8.
- 26. FLEX Professional Recognition HEA(AFHEA, FHEA), Good Standing FLEX developmental CPD programme Academic qualifications (PgCert, MA in HE) Informal CPD FLEX 15 FLEX 30 Formal route Informal route
- 27. 0 5 10 15 20 25 30 35 40 45 50 2013/14 2014/15 2015/162016/17 (March) FLEX 15/30 completions per academic year over 70 Registered (January 2018) What often follows • Scholarly activities > CELT funded SoTL projects • Dissemination via publications, conferences • Teaching innovations • Path towards MA in HE
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- 29. https://c1.staticflickr.com/4/3795/9394742307_9514a200b5_b.jpg “Sharing as widelyas possible should be at the heart of educational practice”. (Weller, 2014, 136)
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- 32. Playground model (Nerantzi, 2015;Nerantzi, approved) Playground 1.0 supervised> feeling safe, developing trust Playground 2.0 participatory> gaining playful confidence through guided playful learning Playground 3.0 self- determined> autonomy, developing and sustaining play- active practice
- 33. Peer reviewed bycolleagues from: • UK • South Africa • Australia • New Zealand • USA • Greece • Brazil • Canada Cross-boundary collaborative open learning framework for cross-institutional academic development (Nerantzi, 2017) Nerantzi, C. (2017) Quality teaching through openness and collaboration – an alternative to the TEF?, Special Edition: Teaching Excellence Framework, in: Compass: Journal of Learning and Teaching, Vol. 10, No.2, Greenwich: University of Greenwich, available at https://journals.gre.ac.uk/index.php/compass/article/view/485
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- 39. “Because learning withdigital media occupies a space that is both personal and collective, people can share experience as well as knowledge. Here, people are not just learning from one another, they are learning with one another.” (Thomas & Seely Brown, 2011, 67)
- 40. References • Buckley, C.,Nerantzi, C. & Spiers, A. (2017) Chapter 7 Enhancing learning and teaching with technology, in: Scales, P. (2017) An introduction to learning and teaching in higher education: supporting fellowship, Publisher: Open University Press, pp. 107-116. • Crawford, K. (2009). Continuing professional development in higher education: Voices from below. University of Lincoln. [EdD thesis]. Accessed from http://eprints.lincoln.ac.uk/2146/1/Crawford-Ed%28D%29Thesis-CPDinHE-FINAL%28Sept09%29.pdf • Freire, P. (2007) Pedagogy of the heart, New York: Continuum • Harrar, V. & Spence, C. (2013) The taste of cutlery: how the taste of food is affected by the weight, size, shape, and colour of the cutlery used to eat it, Flavour 2013, 2.21, available at https://flavourjournal.biomedcentral.com/articles/10.1186/2044-7248-2-21 • Nerantzi, C. (2015) The Playground Model for Creative Professional Development, In: Nerantzi, C. & James, A. (eds.) (2015) Exploring Play in Higher Education, Creative Academic Magazine, Issue 2A, June 2015, pp. 40-50 • Nerantzi, C. (2017) Towards a framework for cross-boundary collaborative open learning for cross-institutional academic development, PhD thesis, Edinburgh: Edinburgh Napier University. • Nerantzi, C. (accepted) The playground model revisited, a proposition to boost creativity in academic development, in: James, A. & Nerantzi, C. (eds.) (work-in- progress) The Power of Play, Palgrave, submission deadline of book manuscript May 2018. • Nerantzi, C. & Beckingham, S. (2015) BYOD4L: Learning to use own smart devices for learning and teaching through the 5C framework, in Middleton, A. (ed.) (2015): Smart learning: teaching and learning with smartphones and tablets in post-compulsory education, pp. 108-126, Sheffield: MELSIG. • Palmer, P. J. (2007) The courage to teach. Exploring the inner landscape of a teacher’s life, San Francisco: Jossey-Bass • Parsons, D., Hill, I., Holland J. & Willis, D. (2012) Impact of teaching development programmes in higher education. York: The Higher Education Academy. Accessed from https://www.heacademy.ac.uk/system/files/resources/hea_impact_teaching_development_prog.pdf on 18th October 2013. • Thomas, D. & Seely Brown, J. (2011) A new culture of learning. Cultivating the imagination for a world of constant change. • Treviranus, J. (2016) Life-long learning on the inclusive web, Proceedings of the 13th Web for All Conference, Article 1, Montreal, Canada, April 11-13, available at https://dl.acm.org/citation.cfm?id=2899476 • Weller, M. (2014) The battle for open. How openness won and why it doesn’t feel like victory, London: ubiquity press.