Free-range professional development contribution for MEI 2015 conference

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Free-range professional development Chrissi Nerantzi/Χρυσή Νεραντζή Manchester Metropolitan University, UK, [email protected] “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? http://canningsfreerangebutchers.com.au/wp-content/uploads/2012/11/free-range-farms.jpg

Transcript of Free-range professional development contribution for MEI 2015 conference

Free-range professional development

Chrissi Nerantzi/Χρυσή Νεραντζή

Manchester Metropolitan University, UK, [email protected]

“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?

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Εδώ είμαι!

https://chrissinerantzi.wordpress.com/

http://www.slideshare.net/chrissi

@chrissinerantzi

Chrissi Nerantzi, Academic Developer, CELT, MMU

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Live link at http://answergarden.ch/view/80135

17 May 2015

What does this mean for us?

0 10 20 30 40 50 60

sharing experiences, learningwith and from others, networking

research interest

professional development forapplication

new ideas

interested in open course designused

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

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?

Professional development of academics and other professionals who teach in higher education in the UK

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“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)

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

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

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)

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

Centre for Excellence in Learning and Teaching (CELT)

http://www.celt.mmu.ac.uk/

closed opened-up connected free-range

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)

Module in Blackboard (VLE) plus

opened-up

Nerantzi & Uhlin (2012)

FDOL131 course design Nerantzi

& Uhlin (2012)

FDOL132 course design

Nerantzi, Uhlin and

Kvarnström (2013)

connected

Problem-Based Learning

Group spaces

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)

Qualifications FLEX Award

Promotion

Professional Recognition

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

Towards developing a pedagogical approach for open cross-institutional

professional development

Is open appropriate?

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pro

mo

tive

inte

ract

ion

trusting

caring

sharing

supporting

community

social interdependence (Deutsch, 1949) achieve common goals

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... positive relationships

Recycle, upcycle, make something new!

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“patchwork strategy” (Wenger et al. 2009)

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enquiry-based approach

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blending (non-formal, formal and informal)

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facilitator presence and support when needed

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... but also this... yes, snowballing

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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

How can we take professional

development to the next level?

What would work for you, your staff

and your institution?

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References 1/2

Bamber, V. (2009) Framing Development: Concepts, Factors and Challenges in CPD

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BIS (2011) Students at the Heart of the System, Department for Business, Innovation & Skills, Norwich: TSO, available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/31384/11-944-higher-education-students-at-heart-of-system.pdf

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Goodyear, P. (2000) Environments for lifelong learning: ergonomics, architecture and educational design. In: Spectore, J. M. & Anderson., T. (eds.) Integrated and holistic perspectibes on learning, instruction and technology: understanding complexity, Dordrecht: Kluwer Academic Publishers, pp.1-18)

HEFCE (2011) Collaborate to compete – Seizing the opportunity of online learning for UK higher education. available at: http://bit.ly/gZIoBB

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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!