Workshop for Open Education Practitioners

The primary goal of this course is to teach students the principles of developing a concept and running a pilot for an OE process, eventually evaluating it within peer context.

Students obtain the following competences:
- conceptualizing in an open and creative way, and planning of an OE process (pilot);
- testing basic OE concepts in practice;
- knowledge of creativity, planning and implementation methods as well as hardware and software tools that support individual phases of developing an OE process;
- evaluating an EO implementation process;
- implementing OE in different contexts, academic and non-academic.

Required prerequisites include fundamentals of information and communication technologies and knowledge from the courses Introduction to Open Education, Open Education Strategies, Open Education Design and Effective Didactical Practices in Open Education from the first semester of Year 1 courses.

1. Introduction
   • The goal and purpose of the course
   • Course materials and methods of work
   • Required and additional literature and mediography
   • Study guide and mentoring concept

2. Case Studies and Inspiration in Open Education
   • Analysis
   • Discussion
   • Lessons Learned

3. Developing Concept
   • Ideating
   • Iterating
   • Designing

4. Piloting an OE process
   • Planning a pilot run
   • Deploying a pilot run

5. Evaluation

Knowledge and understanding:

• Consolidated and applied knowledge about basic concepts, methodologies and tools in OE;
• Critical attitude towards the application of methodologies and tools in OE;
• Familiarity with an open and creative approach in conceptualizing, planning as well as evaluating an OE process.

Basic:
• Bali, M., Cronin, C., Czernierwicz, L., DeRosa, R., Jhandiani, R. (2020) Open at the margins. Critical perspectives on open education. E-version
• Ehlers, U.-D. (2020) Future skills: The future of learning in higher education, Nextskills. E-version
• Weller, M. (2014) The battle for open, London: ubiquity press. E-version

Journals:
• Action Research Journal E-version
• Asian Journal of Distance Education E-version
• Open Praxis E-version
• The International Review of Research in Open and Distributed Learning E-version
• Journal of Open, Flexible and Distance Education (New Zealand) E-version

Additional:
• Atenas, J. & Havemann, L. (2018). Open Data as Open Educational Resources: Case studies of emerging practice (Version 1st). Zenodo. E-version
• Atenas, J., Havemann, L. & Timmermann, C. (2020) Critical literacies for a datafied society: academic development and curriculum design in higher education, in: Research in Learning Technology. E-version
• Design Council (2021) What is the framework for innovation? Design Council’s evolved Double Diamond. E-version
• Heller, R. F. (2022) The distributed university for sustainable higher education, Springer. E-version
• Jordan, K. & Weller, M. (2017) Openness and Education: A beginner's guide. E-version
• Müller-Roterberg, C. (2018) Handbook of design thinking, Kidle direct publishing. E-version
• Murray, R., Caulier-Grice & Mulgan, G. (2010) The open book of social innovation, The Young Foundation. E-version
• Open University (online) Design thinking, Open Learn course. E-version
• Open University (Online) Learning to teach: And introduction to classroom research, OpenLearn course. E-version
• Ossiannilsson, E. (2021) The new normal: Post-COVID-19 is about change and sustainability, in: Near East University Journal of Education Faculty (NEUJE), volume 4, issue 1. E-version
• Weller, M. (2020) 25 years of EdTech, AU press. E-version
• Wikibooks (2016) Open Education Handbook. E-version
• Creative commons. E-version
• Inner Development Goals IDGs to achieve SDGs. E-version
• UN Sustainable Development Goals (online). E-version

Project (50%), examination (50%)

Dr Chrissi Nerantzi (@chrissinerantzi) is a National Teaching Fellow and a Principal Fellow of the Higher Education Academy. She is an academic developer at Manchester Metropolitan University in the United Kingdom and has leadership responsibilities for Teaching Excellence and communities and networks. She teaches on the MA in Higher Education, supports curriculum design especially in the Faculty of Arts and Humanities and mentors colleagues for academic promotions linked to teaching and supports colleagues in scholarly activities around learning and teaching. She is an experienced facilitator who uses novel approaches, including play, making and storytelling, to foster interaction and engagement and regularly works internationally. Her research interests are around open education, creativity and innovation in learning and teaching and she has published widely in these areas. Her doctoral thesis is in the area of open cross-institutional academic development with a focus on cross-boundary collaborative learning in these settings (see https://chrissinerantzi.wordpress.com/phd/). Chrissi has founded a range of successful open staff development initiatives, co-created many Open Educational Resources and supported a range of open educational projects. The open Creativity for Learning in Higher Education (#creativeHE) community and the international #LTHEchat she co-founded are two such examples. Chrissi is also the mentor co-ordinator of the Open Education for a Better World Programme. To find out more about Chrissi’s work, please visit https://www.linkedin.com/in/chrissinerantzi/

Selected recent publications

Costelloe, L., Nerantzi, C., O’Brien, E. , O’Sullivan, Í. and Reale, J. (2020) Development of a Shared Vision for Flexible Inter-Institutional Professional Development using the OOFAT Model, in: Buckley, C. and Nerantzi, C. (eds.) (2020) Exploring visual representation of concepts in Learning and Teaching in Higher Education, Special Issue, International Journal of Management and Applied Research, Vol. 7 No. 3, pp. 240-256, http://ijmar.org/v7n3/20-017.html

Nerantzi, C. (2019) Uncovering and discovering creative practices that foster student and staff engagement. in: Elkington, S., Westwood, D. and Nerantzi, C. (eds.) (2019) Creativity in Student Engagement, Special Issue of the Student Engagement in Higher Education Journal, Volume 2, Number 3, pp. 261-264, available at https://sehej.raise-network.com/raise/article/view/1010

Nerantzi, C. (2019) The role of crossing boundaries in collaborative open learning in cross-institutional academic development, In: Research in Learning Technology, Vol. 27, DOI: https://doi.org/10.25304/rlt.v27.2111

Nerantzi, C. (2018) The design of an empirical cross-boundary collaborative open learning framework for cross-institutional academic development, In: Open Praxis, Vol. 10, No. 4, October-December 2018, pp. 325-342, DOI: http://dx.doi.org/10.5944/openpraxis.10.4.907

Nerantzi, C. and Gossman, P. (2018) Cross-boundary communities, an alternative vision for academic development, In: Compass Journal, London: University of Greenwich, Volume 11, No. 2. DOI: http://dx.doi.org/10.21100/compass.v11i2.800

Nerantzi, C. and Thomas B. E. (2019) What and who really drives pedagogic innovation? In: Elkington, S., Westwood, D. and Nerantzi, C. (eds.) (2019) Creativity in Student Engagement, Special Issue of the Student Engagement in Higher Education Journal, Volume 2, Number 3, pp. 234-260, available at https://sehej.raise-network.com/raise/article/view/1009