Emerging models of connected professional development. No way back? Chrissi and Sue, draft pp for APT15
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This document provides an overview of emerging models of connected professional development for teachers in higher education. It discusses moving away from isolated professional development within institutions to more opened-up and connected models that involve collaboration across institutions. Examples are provided of open professional development opportunities and a "snowballing model" is proposed for scalable open cross-institutional professional development. The model progresses from initial individual collaborations to strengthened institutional collaboration with defined partners and facilitators.
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Emerging models of connected professional development. No way back? Chrissi and Sue, draft pp for APT15
- 1. https://farm7.staticflickr.com/6210/6137200121_738cf877a5_z.jpg Emerging models of connected professional development. No way back? Chrissi Nerantzi, MMU & Sue Beckingham, SHU --- 7 July 2015, University of Greenwich
- 2. http://www.slideshare.net/chrissi @chrissinerantzi Chrissi Nerantzi, Academic Developer, CELT, MMU http://www.slideshare.net/suebecks @suebecks Sue Beckingham, Educational Developer, SHU
- 3. • Task 1 (3 mins): Create a drawing that shows all the things you do to develop as a professional. • Speed dating (x 2, 3 mins): Share your drawing with the person opposite you and discuss • Share via Twitter using the hashtag #uogapt How do you do CPD?
- 5. Live link at http://answergarden.ch/view/80135 17 May 2015 What does this mean for us?
- 6. 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
- 7. overview • Professional development in the context of learning and teaching in Higher Education in the UK and EU context • opened-up, connected, free-range and examples from practice • A pedagogical approach for open cross- institutional professional development • Opportunities for individuals and institutions
- 8. 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
- 9. 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
- 10. 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)
- 11. Centre for Excellence in Learning and Teaching (CELT) http://www.celt.mmu.ac.uk/
- 12. Module in Blackboard (VLE) plus opened-up
- 13. Nerantzi & Uhlin (2012) FDOL131 course design Nerantzi & Uhlin (2012) FDOL132 course design Nerantzi, Uhlin and Kvarnström (2013) connected Problem-Based Learning Group spaces
- 14. 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
- 15. 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, Next 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 global opportunities
- 16. 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 global opportunities Towards developing a pedagogical approach for open cross-institutional professional development
- 17. closed opened-up connected free-range Professional development engagement modes/offer (Nerantzi, 2015)
- 18. Is open appropriate? https://farm2.staticflickr.com/1152/896763056_ac137f4947_z.jpg
- 19. promotiveinteraction trusting caring sharing supporting community social interdependence (Deutsch, 1949) achieve common goals https://farm4.static.flickr.com/3675/13579511404_daff93c60b.jpg ... positive relationships
- 20. Recycle, upcycle, make something new! https://farm6.staticflickr.com/5206/5276577692_94959968df_z.jpg
- 21. “patchwork strategy” (Wenger et al. 2009) http://4.bp.blogspot.com/-d1o00_oNePo/Uc3aLPm1BbI/AAAAAAAABgk/M- v9mUH2g98/s640/316114_374622025977766_1950819764_n.jpg
- 23. enquiry- and scenario-based approach https://farm8.staticflickr.com/7133/7623744452_7222654f38_b.jpg
- 24. 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
- 25. facilitator presence and support when needed https://farm8.staticflickr.com/7146/6653628559_d2afb37c96_z.jpg
- 26. ... but also this... yes, snowballing http://upload.wikimedia.org/wikipedia/commons/2/23/Giant_snowball_Oxford.jpg
- 27. Snowballing model for scalable open cross-institutional CPD (Nerantzi & Beckingham, 2015) 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
- 28. Nerantzi, C. & Beckingham, S. (2015) Scaling-up open CPD for teachers in higher education using a snowballing approach , in: Rennie, F. (ed.) The distributed university, JPAAP Special Issue, Volume 3, Issue 1, pp. 109-121, available athttp://jpaap.napier.ac.uk/index.php/JPAAP/article/view/148
- 30. • Revisit your drawing. Capture the new opportunities. • Share again via Twitter using the hashtag #uogapt Reflect
- 31. Open your eyes and minds… Thank you ;) https://www.flickr.com/photos/spaceshoe/5738949569/sizes/z/
- 32. References 1/2 Bamber, V. (2009) Framing Development: Concepts, Factors and Challenges in CPD Frameworks for Academics, in: Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, Vol. 4, No. 1, April 2009, pp. 4-25. Beetham and Sharpe, (2010), ‘Developing Digital Literacies Framework’, available fromhttp://jiscdesignstudio.pbworks.com/w/file/40474958/Literacies%20development%20framework.doc, date accessed 11th April 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. 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 Blackmore, P. & Castley, A. (2006) Capability development in universities. London: Leadership Foundation for Higher Education. British Council (2015) Connecting Universities: Future models of higher education. Analysing innovative models for Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka An Economist Intelligence Unit report produced for the British Council, January 2015, available at http://www.britishcouncil.org/sites/britishcouncil.uk2/files/new_university_models_jan2015_print.pdf Browne Report (2010) Securing a sustainable future for higher education, Department for Employment and Learning, available at http://www.delni.gov.uk/index/publications/pubs-higher-education/browne-report- student-fees.htm Cochrane, T., Antonczak, L., Keegan, H. & Narayan, V. (2014) Riding the wave of BYOD: developing a framework for creative pedagogies, in: Research in Learning Technology, Vol. 22, 2014, pp. 1-14. Cormier, D. (2008) Rhizomatic Education: Community as Curriculum, Innovate. Journal of Online Education, V 4 No 5, Jun-Jul 2008, available at http://eric.ed.gov/?id=EJ840362 Crawford, K. (2009) Continuing Professional Development in Higher Education: Voices from Below, EdD thesis, University of Lincoln, available at http://eprints.lincoln.ac.uk/2146/1/Crawford-Ed%28D%29Thesis- CPDinHE-FINAL%28Sept09%29.pdf Dayananda, A. & Ryder, A. (2011) From traditional face to face sessions, workshops and conferences to online hands on experiential staff development: Online Educational Alternative Course, in: UCISA Best Practice guide on Engaging Academics with TEL, pp. 31-37, available at http://www.ucisa.ac.uk/publications/engaging.aspx Dearing Report (1997) Higher Education in the Learning Society, Department for Education and Employment, available at http://www.leeds.ac.uk/educol/ncihe/ Debowski, S. (2014) From agents of change to partners in arms: the emerging academic developer role, in: International Journal for Academic Development, 2014, Vol. 19, No. 1, pp. 50-56. Donnelly, R. (2010) Harmonizing technology with interaction in blended problem-based learning, in: Computers & Education, Volume 54, Issue 2, February 2010, pp. 350-359. Douglas, T. & Seely Brown, J. (2011) A new culture of learning. Cultivating the Imagination for a World of Constant Change, Duncan, H. (2005) On-line education for practicing professionals: a case study, Canadian Journal of Education, vol. 28, no. 4, pp. 874-896. Education Technology Action Group (2015) Our Reflections, ALT, available at https://drive.google.com/file/d/0B_4FnLyL2BFvMjBOVFY4ZnhRVTA/view European Commission (2013) High Level Group on the Modernisation of Higher Education. Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher education institutions, European Union, available at http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf Gibbs, G. (2012) Implications of ‘Dimensions of quality’ in a market environment, York: HEA. Goodyear, P. and Zenios, M. (2007) Discussion, collaborative knowledge work and epistemic fluency British Journal of Educational Studies, 55 (4). 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 Jackson, N. J. (2013) The Concept of Learning Ecologies in N Jackson and G B Cooper (Eds) Lifewide Learning, Education and Personal Development E-Book. Chapter A5 available at http://www.lifewideebook.co.uk/uploads/1/0/8/4/10842717/chapter_a5.pdf [accessed 9 February 2014] Jung, I. (2005) ICT-pedagogy integration in teacher training: application cases worldwide, Educational Technology & Society, vol. 8, no. 2, pp. 94–101. King, H. (2004) Continuing Professional Development in Higher Education: what do academics do?, in: Educational Developments, Issue 5.4, Dec. 2004, pp. 1-5, available at http://www.seda.ac.uk/resources/files/publications_25_Educational%20Dev%205.4.pdf Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., Day, P., Ecclesfield, N., Hamilton, T. and Robertson, J. (2010) Learner Generated Contexts: a framework to support the effective use of technology to support learning, in: Lee, M. J. W. & McLoughlin, C. 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