the role of a learning technologist in transforming digital learning practices across the university

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“A mind is like 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…

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Page 1: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

“A mind is like 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

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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…

Page 2: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University
Page 3: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

http://maxpixel.freegreatpicture.com/static/photo/1x/Silver-Fork-Kitchen-Cutlery-Spoon-Vintage-Steel-686123.jpg

If cutlery can influence food taste (Harrar & Spence,

2013), can technology influence

the learning AND teaching experience?

Page 4: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

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Page 5: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

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utilising http://maxpixel.freegreatpicture.com/Internet-Laptop-Technology-Surfing-Using-Computer-1176606

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“Only an education of question can trigger, motivate, and reinforce curiosity.” (Freire, 2007, 31)

Page 7: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

24 Oct 17, Nutritional Sciences, L4

The Mediterranean diet, a collaboration with Haleh Moravej, Senior Lecturer in Nutritional Sciences, Manchester Met

Page 8: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

24 Oct 17, Nutritional Sciences, L4

The Mediterranean diet through inquiry-based learning

Page 9: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

“Good teachers possess a 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)

Page 10: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

Creativity for Learning in HE module, L7 (since 2014)

recording

Moodle submission

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https://cdn.pixabay.com/photo/2014/04/05/11/41/reptile-316735_960_720.jpg

Caring, normalising, modelling,

experiencing

Page 12: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

learning opportunities

institutional

social

open

(Buckley, Nerantzi & Spiers, 2017)

Page 13: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

Internal cross-disciplinary community (Parsons et al., 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

Page 14: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

initiating

Page 15: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

”In our interconnected and 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)

Page 16: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

Background image without stickers

Page 17: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

2014

2015- 2018

2013

2010

2011 Where it all comes from

Page 18: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

https://byod4learning.wordpress.com/ https://fdol.wordpress.com/fdol132/

Learning in groups using PBL

was a choice! Groups supported by facilitators from collabating institutions

2014 to present from 2016 community-led

2013, 2014 8-12 weeks 5 days

Page 19: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

Digital Information Literacy award 2015 for his 12apps of Christmas initiative (Chris Rowell)

#coachingHE

German French

#mindmunch

Community-based organising team 2016, 2017, 2018

5C >>> 5CC Framework

Page 20: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

#LTHEchat No 1 #LTHEchat No 101

created by colleagues using Martin Hawksey’s

Page 21: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

LTHEchat

• I hour of 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)

Page 22: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

”I would like to give something back.”

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Introduced in 2011 blended 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.

Page 26: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

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

Page 27: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

0

5

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25

30

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2013/14 2014/15 2015/16 2016/17 (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

Page 28: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

https://c1.staticflickr.com/4/3795/9394742307_9514a200b5_b.jpg

disseminating

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https://c1.staticflickr.com/4/3795/9394742307_9514a200b5_b.jpg

“Sharing as widely as possible should be at the heart of educational practice”. (Weller, 2014, 136)

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https://discover.twitter.com/

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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

Page 33: The Role of a Learning Technologist in Transforming Digital Learning Practices Across the University

Peer reviewed by colleagues 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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https://upload.wikimedia.org/wikipedia/commons/8/8b/Lufa_Farms_Red_Cocktail_Tomato_Row.jpg

learning

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https://twistedsifter.files.wordpress.com/2012/11/sleeping-goddess-mud-maid-woodland-walk-lost-gardens-of-heligan-england1.jpg

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https://cdn.pixabay.com/photo/2016/10/22/03/35/water-1759703_960_720.jpg

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https://cdn.pixabay.com/photo/2017/07/15/18/39/hai-2507375_960_720.jpg

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http://maxpixel.freegreatpicture.com/static/photo/1x/Silver-Fork-Kitchen-Cutlery-Spoon-Vintage-Steel-686123.jpg

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“Because learning with digital 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)

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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.