packing… almost on my way to Delft #go_gn

gognoulogoPacking my suitcase for this year’s GOGN seminar in Delft. Penny Bentley who is there already said “pack light gear”. I will follow her advice. We had a long, cold, wet and blustery winter in the UK (it really felt like living in Siberia… or the North Pole… as my dad always says…), so any temperature above 1O degrees is very welcome.

Really looking forward to seeing everybody again from our GOGN family and also meeting new friends, open practitioners and researchers. The past two GOGN seminars in Poland and Cape Town have been invaluable for me and have helped me make more rapid progress than anticipated with my own studies. In the end I completed them in 4.5 years while in full-time work and with family commitments. I felt and feel part of a community of scholars distributed across the world. It is our distributed GO-GN family. It has been fascinating to follow and celebrate everybody’s milestones and achievements. They say internal motivation is a strong driver for learning and development, the most important driver, but perhaps external motivation generated through communities that create a sense of belonging and collectiveness (is there such a word?) are equally powerful and perhaps are key to boost our confidence and help us often to persevere and achieve our goals. In this case to complete a PhD successfully. GOGN is such a community.

This year I will be giving a little bit back to this wonderful community of scholars. Catherine Cronin and I have been invited to co-facilitate a workshop during the GOGN seminar to help colleagues doctoral students get unstuck from potential challenges they experience or may experience on their PhD journey in the future. To boost their confidence and empower them move on, that they will get there when adopting specific strategies that work for them. We plan to do this through a series of activities that will enable colleagues to share personal stories and experiences and learn from them… but more during the workshop. We don’t want to take away the surprise factor.

After completing my doctoral studies, I registered on a research supervision module at Manchester Met. This provided me with a plethora of opportunities to read about the related literature and reflect on my own experience as a PhD student and identify doctoral supervision strategies that could work for when I become a supervisor myself but also for others. Actually at the moment, I am working with Haleh Moravej, founder of our social enterprise MetMunch at Manchester Met, and Dean Brookes to develop an openly licensed flashcard set based on my assignment and research in that module that might be useful in doctoral supervisor training. The plan is to share this with our Graduate School when I see them next month about related LEGO(R) SERIOUS PLAY(R) workshops. Developing a related set for doctoral students with strategies they can consider to feel unstuck, is something I would like to explore with Catherine and the GOGN family. I suspect that our workshop during the GOGN seminar will provide food-for-thought for this. I am looking forward to discussing this idea with them and explore if/how we could take it forward. And I would love to link it to composing a song too. Yesterday, I might have met the colleague and his students who could help us make this happen…

I would like to thank GOGN for this kind and generous invitation to join the activities in Delft this year, including the OE Global conference and also for recognising my contribution to open education research practice. My warmest congratulations to Glenda and Aras and all their collaborators.

See you in Delft in a few days!

blauwehartsmallforweb

Looking forward to discovering this heart in Delft, image source

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Making is at the heart of what we do and who we are… #creativeHE

… we often forget this.

When Norman Jackson suggested a dedicated #creativeHE conversation with John Rae around making and the role it plays in creativity, I was excited and started thinking about stuff I could make. I did think about “making as a project” as defined by Tim Ingold as a concept that was introduced during the online conversations, but I could also see that through this making projects I would hopefully gain a little bit of growth too. There is of course no guarantee for this from the outset but the process of making and reflecting on this helps us identify where we are on this journey and if we are growing, even if it is a tiny bit at the time.

It was almost as if the conversation gave me the permission to make stuff. So I did. More than usual. Colleagues participating online will have seen very little of these activities as they were not all shared through the online community. Due to circumstances and preference, I seem to have adopted what I called in my thesis selective participation… (I had explored this in the context of collaborative open learning) for me, like for my study participants, it was an informed choice and should not be interpreted that I was less engaged or disengaged with the theme under exploration even if it may appear this way to some.

We often expect individuals to fully engage online but actually there is a whole world outside the digital that is exciting and stimulates all our senses and creates opportunities for creative expression, making and sharing. We can also look at my reality from an ecological perspective. The seeds for my making activities and reflections on these were triggered by the online discussions but they didn’t stay online. Norman at some point said.. “what we see online is only the tip of the iceberg” and he is right. If we would live our lives exclusively or predominantly online that would be very sad… Norman also mentioned that we inhibit spaces and we are aware where we are and what we do in these. My presence was much more invisible to others online as I felt that the ecological system of my making creations was primarily offline with some, however extensions and feelers reaching and connecting with the online world.
Pottery making
So what did I do during these last few weeks? I guess, I was pragmatic and spotted little every day opportunities. I seized many of the opportunities and made time for them.

Was this the application of what was discussed online “pragmatic imagination” during the online #creativeHE discussions?

The reality is that I spent some time with clay thinking about my last summers with my sister and somehow I realised that while I have constantly new ideas popping into my head (people who know me know this), I also enjoy small repetitive and easy creative tasks such as making little poppy heads out of clay. Many of them.

pottery_poppies

CC-BY Chrissi Nerantzi

Who says routine has no place in being creative? We are all creatures of habit. Can some of these be creative habits? Creative habits that give us the time and space to reflect and grow?

Playing with clay also reminded me of the process of creativity and the frustrations we feel when something just doesn’t work, and we become somehow impatient with ourselves. I can see now that the pottery making activities brought memories back and helped me connect with my dear sister who is for many years now too far away and we spent far too little time together. I was perhaps expressing how much I miss her and found the medium of pottery as a way to connect with her through making. Would David Gauntlett recognise his idea of making is connecting through these activities and thoughts I shared here?

As mentioned near the beginning, I couldn’t stop myself and used these last few weeks to progress some of my ideas that bring me joy and help me connect with others. Pottery but also other stuff. The more I think about it, the more I realise that making for me, is probably more about findings ways to connect with others through making and much less about the product or output. This is an interesting discovery I am making now while writing this and perhaps explains also why I love making pedagogical creations that I have shared with many others. It is the human connection that I seek through these.

Thank you John and Norman for creating these wonderful making explorations for all of us. Reading my reflections I can see the value making has for our emotional wellbeing and the  role it plays in connecting with others. I am looking forward to catching up with the conversations online and make more discoveries.

Chrissi

Are you a doctoral supervisor using LSP?

This study is now underway. I am no longer looking for study participants.

Dear colleagues,

I am conducting a research project around the use of LEGO® SERIOUS PLAY® in doctoral supervision. The project has been granted ethical approval from the Education Faculty at Manchester Metropolitan University in the United Kingdom.

This invitation to participate in this study is open to doctoral supervisors who use LEGO® SERIOUS PLAY® within the supervision process and/or for doctoral researchers’ development activities.

As a study participant, you will be invited to complete a short survey and participate in a remote interview. The interview will be between you and me. I expect that the interview will last no longer than half an hour and will be conducted remotely using Skype.

If you would consider participating in this study and would like to receive the information sheet and the consent form, please let me know by emailing c.nerantzi @ mmu.ac.uk (without the spaces).

Please share this invitation with others who might be interested.

Thank you in advance,

Best wishes,

Chrissi (Nerantzi)

getting ready for our next #creativeHE making conversation

making

CC BY by Chrissi Nerantzi

Our next #creativeHE conversation is approaching… We start on the 6th of March and I have been thinking how to engage in a meaningful way. The conversation will be about making. But it won’t be just a conversation!

Creativity in the Making March 6-20, 2018
Led by John Rae & Norman Jackson
A little bit more info here
To join us, jump into the #creativeHE community!

In the last few years I have enjoyed spending a little bit of time in the summer with my sister making objects out of clay. I miss my sister a lot for many reasons. She is really good at working with clay and does complex structures. BTW, also a fab cook!!! I seem to like simple and flat stuff, two dimensional mostly when I am working with clay.  But I enjoy it enormously and feel relaxed when I am immersed in the creative process and far far away from reality… in a different world where everything is possible.

Illustrating is definitely one of my passions (photography too) but am obviously not a professional illustrator and lack the confidence to tackle a whole picture book project on my own. But Norman encouraged me to go ahead. I think I need to listen this time. I am going to listen!

I decided to focus my making project for our next #creativeHE conversation around illustrating a story I have written. I will go through this process to explore how something like this could be used for learning and teaching. While I have been using story for some years now in academic development and frequently used Storybird for example, this time it will be making everything from scratch.

The story, I would like to use during our #creativeHE making conversation, is for children and adults alike. I would love it to be published properly as an open picture book when it is ready. And raise money for charity. At least raise awareness, is stage 1. This is the plan. For the education of children, refugee children. Perhaps the Children’s University can help. And it would be wonderful if the story could be translated into other languages too.

Colleagues from Bookdash kindly introduced me to the open access picture book creation platform StoryWeaver and I have added the storyline there already. The platform will enable me to make the story into an open book and I can look into translations of this work too. So I think I am in a good place to start. During our #creativeHE conversation, I would like to focus on the illustrations for this booklet.

As I mentioned already, I am not a professional illustrator and I am not a professional writer of children’s stories either. But I used to translate children’s stories in one of my previous lives and one of my own stories was published many years ago.

I was looking for an individual who would like to collaborate with me on this open picture book project. I am interested in minimal illustration and clean lines for this story so that the reader can use their own imagination to complete the picture. To engage with the story in a different way.

linedrawing.png

CC BY by Chrissi Nerantzi

Eureka!

And it didn’t take me long to find a fantastic collaborator.  Artist Gail Spencer. I am so so excited she said yes. We agreed that our collaborative illustrations/collage for the open picture book will be made available under a creative commons licence, via Storyweaver initially.

bookmaking

CC BY by Chrissi Nerantzi

For now, I have created an empty version of the picture book out of ordinary paper using my basic book making skills and tools and copied the storyline into it. This will help me start thinking of illustrations for the 12 scenes. Gail is making hers and we will be meeting soon to share our initial thoughts and ideas and bring them together. I have seen some very first drafts and I love them!

We are getting organised for this #creativeHE project…

… and I will be working on a second making project with Haleh Moravej but more about this later. April update: We are making good progress with this too and have used the above tree image style in that project. So I managed to recycle that idea. Later in April/May we will be able to release the output of the project with Haleh and MetMunch.

Updates

7 March 18: Gail and I have been working on conceptualising ideas for the pictures, materials and style. We met today and only needed 30 mins to agree on a style and construct over 50% of the scenes. We had given ourselves the target of 3 scenes for today but we have 8. A massive achievement. I think we now have a good understanding of each other’s tastes and we experimented with possibilities. This exploration was really useful to find a way forward that would work for both of us. We went for a cut-out style and lots of empty space that could be filled by the reader. And different coloured background. We decided with a “less is more” approach that helps the imagination imagine. As you can see, in the end go we didn’t go with the above idea (but I hope to use this style in  another project).

Gail and I both felt that we need to give ourselves time for our ideas to mature and stabilise and can see that at the moment the ideas might still be very liquid and dynamic and we are definitely prepared to make changes and bring this project to fruition. We said that we would probably have finished draft in four weeks. We said this before we started. After what we achieved already, it is very possible that we will have a first full draft much earlier. A sign of a smooth collaboration? I am very excited!

While we work on this project, I am also thinking how such an activity would be of value for students. How could it work with students from two disciplines? What could the purpose be? I suspect there would be individual and collective benefits and I would love to explore this further when we have finished working with Gail on this.

14 March 18: A relatively short meeting with Gail as we have now agreed on style. We discussed details for some of the pictures and have now a full set ready as ideas in our heads and described on paper. We know where we are going. The path is there in front of us and some pictures are growing and taking shape already. I can see it all in front of my eyes already and our approach is definitely, “less is more”. Instead of adding we take away and it is a liberating feeling.

I suspect that in a few weeks, we will have it all together. In my head I can see it all. I am now thinking about the colourful backgrounds and if these could be added digitally. I will need to seek some advice on how to do this. Adding the backgrounds digitally will give us even more flexibility but also harmonise everything so that it all goes together nicely. For now I am adding here some sample pages, not ready but you will get the idea… there is plenty of room for the imagination to wonder and that is the plan. We would like our readers to engage with the story also through visualising it themselves in the pages of the book. Will it work? We will see.

picturebook14March18

by artist Gail Spencer

22 March: We met again today with Gail and the path we are now going is clear. We refined a few last details and agreed how to tackle some of the more challenging pictures. While teddy was going to be bigger and browner, we actually like him now hanging from the page as he is. I feel that Gail had such a good idea of assemplying Teddy on the page. This approach we realised will also help us with some of the other pictures. So can’t wait to see them all together next week. We decided to scan the pictures in on a white background and then add colour to them digitally. This way we will be able to select what we feel works best and harmonise them throughout the story. I can’t wait.

bookpictures2

by artist Gail Spencer

28 March and 11 April: We met and finalised all pictures. It was a very smooth process and we now have all 12 pictures. It feels good. We decided to scan these in on a white background and also take some photographs so that we can then see what we can do digitally. We decided to do this so that we can find backgrounds that really go well with the pictures but also that link nicely to each other so that it feels like a collection of pictures that go together and tell a story. It is truly amazing what we have achieved so far and I am now looking forward to working with Gail digitally on the pictures and putting the book together. Can’t wait to see it as a book!

Inside Government event 18 1 18

I am now on my way back to the North. The train has just left London and I am taking a few moments to reflect on the day. I was invited to share my work at the Embracing Technology Enhanced Learning in Higher Education event (I would have linked to the programme page but this has now disappeared…) today organised by Inside Government. I was invited thanks to being awarded Learning Technologist of the Year 2017 by the Association for Learning Technology, which is a very special award for me.

The event was a valuable opportunity to share some of the work we are doing within the Centre for Excellence in Learning and Teaching at Manchester Metropolitan University in collaboration with many colleagues from other institutions and organisations in the open through informal collaboration but also with colleagues across my own institution and their students. I found the event particularly useful to find out about practices and pedagogical and technological dilemmas in other institutions and organisations.

What I did notice is that there was a common theme that emerged during the day and this was that technology is about the people. First, I think it was articulated by Sheila MacNeill, Chair of ALT. Sheila also noted that the technology becomes the facilitator to build community. This would make a wonderful title for an article I thought… during a break Sheila co-ordinated a periscope clip to connect with the BYOD4L event that was offered and enabled some of us to share our thoughts around collaborating and building communities. Thank you Sheila.

london

Sheila in action with Peter, Stathis, Maren, Nick and Peter

I tried to remember if in my contribution I mentioned specific technologies… my focus was on the people and what we can achieve together enabled by technologies 😉

Going back to the start of the day now… George Evangelinos opened the day with a provocation that we just keep using digital technologies to do traditional tasks and not utilising them to engage in new and exciting ways with these that have the potential to transform the way we learn, teach, work and live. I was looking forward to finding out about different realities. Sarah Davies Head of Higher Education and Student Experience at Jisc shared some very interesting data from the Student Digital Experience Tracker survey. The findings show that students really value the convenience and flexibility digital technologies bring for them and that students are now using their own devices for learning. However, still mainly for accessing resources on the go, much less for interactivity and interaction with others. Sarah highlighted that the findings show that students seem to be using their devices very little for learning with others. Later Sarah made a further important observation which was linked to the research findings that reach the light of dissemination. What can we do to also share findings that are perhaps not success stories? Thinking about this would have provided me with opportunities to share even my work differently and note some of the challenges and failures that however are leading to new explorations. But also are there methodologies that are perhaps more open and more inclusive than others? I instantly thought of phenomenography where all data is used and the categories of description and the qualitatively different variations all emerge through the full data set. Something to think about a bit more…

Getting dizzy on this train… so will have to continue this later…

Mmm, I thought, perhaps my work around collaborative learning could help? What role can staff development play and what type of staff development would be appropriate? Research including my own, suggests that immersive experiences can be so powerful for academics. Being a student, a learner helps them see and experience the world from the other side, through the eyes of their own students.

I loved the beard story, yes beard story, told by Peter Bryant about how theLSE is now moving passionately and in mass? Away from the written essays and exams and introduce more diverse assessment practices that focus on learning through making and actually assessment through making or making as assessment? Making might be a strategy commonly used in Art and Design for example but perhaps much less in social sciences. What is the potential for all of us? What I took from Dr Kay Hack from the HEA is that we need to learn to let go of control and that imposed innovation (if there is such a thing…) won’t work (very well). Who wants to be told what to do? Enabling and empowering individuals to make choices and be flexible might be a useful way forward for people powered innovation. It was lovely to meet Dr Maren Deepwell, Chief Executive of ALT, thank you for saying “yes” to a recent suggestion to collaborate (more about this soon), also  Nick (I can’t remember his surname) who I first met at another conference and does interesting research in open education (I must find his surname and check if he is a member of GO-GN!), Dr Stathis Konstantinidis from the University of Nottingham who shared an impressive array of award winning open initiatives he and his team have developed and Annabeth Robinson from the University of Salford who shared her work around virtual landscape games. I am so happy that she joined us the day after for our #creativeHE meetup and I am very much looking forward to finding out more about her exciting work.

stathis

Stathis in action sharing team achievements

It was also wonderful that Peter Shukie joined us as his work around community open online learning is important and relevant to my work and what the day was about. We are looking forward to your TLC webinar and a future tweetchat. Further colleagues from the University of Wolverhampton, the University of Lincoln and the University of Brighton shared their innovative work in the area of digital learning and teaching. Unfortunately, there was not enough time to speak with everybody on the day.

Thank you everybody for such a rich experience.

Chrissi

ps. further posts relating to this event 
Maren’s post  
Sheila’s post 
Sarah’s post

pps. Sheila and I were looking forward to seeing Government/political representatives at the event… we couldn’t spot anybody.

pppps. My presentation is below

thesis now live in full and open to all to read ;) #go_gn

thesis (2)

Over the last 4.5 years I have been working on an exciting phenomenographic study through which I explored the collaborative open learning experience of learners participating in open cross-institutional academic development courses. This study brought new insights relating among others to the power of cross-boundary professional communities and the opportunities these bring for academics and other professionals who teach or support learning in higher education when learning collaboratively in the open.

The following is an commentary by Prof. Linda Drew about my study included in her pre-viva report shared with me on the 8th of September 2017, the day of my viva:

“The candidate has made an original and satisfactory contribution to the field of study. I enjoyed reading it. The candidate’s obvious enthusiasm for the topic area – and her commitment to collaborative open learning – is clear, leaving me in no doubt that this is an independent, authoritative and substantial piece of work.

The conceptual framework is clearly explained and the candidate’s personal standpoint in relation to the study is outlined in considerable depth. The choice of methodology seemed appropriate and linked well to the conceptual framework that had been established. The choice of methodology and research methods were well articulated and well defended. Limitations were acknowledged appropriately.

The work reads well overall, and is extremely systematic. The candidate is well able to explain and critique her field of research. The thesis presents a sustained argument throughout, which is well-developed in a persuasive way.

The study takes a novel, arguably radical, stance in relation to the field of academic development. I consider this to be a particular strength of the thesis. It’s novelty lies in the ways in which it evidences and illuminates participants’ experiences of ‘alternative’ continuing professional development opportunities for academics.”

My thesis has in the last few days been made available in full through the Edinburgh Napier University repository. To access it click on the link below.

Nerantzi, C. (2017) Towards a framework for cross-boundary collaborative open learning for cross-institutional academic development. PhD thesis, Edinburgh: Edinburgh Napier University, available at https://www.napier.ac.uk/research-and-innovation/research-search/outputs/towards-a-framework-for-cross-boundary-collaborative-open-learning-for 

Thank you everybody who helped me get there! See who they are in the thesis. A big thank you also to my examiners Prof. Linda Drew and Prof. Kay Sambell. I will never forget viva day and what a valuable experience this was 😉

Abstract
This phenomenographic study, explores the collaborative open learning experience of academic staff and open learners in cross-institutional academic development settings, and adds to what is known in these settings. It provides new insights for academic developers and course designers about the benefits of crossing boundaries (i.e. open learning) in an academic development context and proposes an alternative model to traditional academic Continuing Professional Development (CPD). It engages academic staff in experiencing novel approaches to learning and teaching and developing as practitioners through engagement in academic CPD that stretches beyond institutional boundaries, characterised by diversity and based on collaboration and openness. Data collection was conducted using a collective case study approach to gain insights into the collective lived collaborative open learning experience in two authentic cross-institutional academic development settings with collaborative learning features designed in. At least one of the institutions involved in each course was based in the United Kingdom. Twenty two individual phenomenographic interviews were conducted and coded. The findings illustrate that collaborative open learning was experienced as two dynamic immersive and selective patterns. Boundary crossing as captured in  the categories of description and their qualitatively different variations, shaped that experience and related to modes of participation; time, place and space; culture and language as well as diverse professional contexts. Facilitator support and the elasticity of the design also positively shaped this experience. The community aspect influenced study participants’ experience at individual and course level and illuminated new opportunities for academic development practice based on cross-boundary community-led approaches. The findings synthesised in the phenomenographic  outcome space, depicting the logical relationships of the eleven categories of description in this study, organised in structural factors, illustrate how these contributed and shaped the lived experience, together with a critical discussion of these with the literature, aided the creation of the openly licensed cross-boundary collaborative open learning framework for cross-institutional academic development, the final output of this study. A design tool developed from the results is included  that aims to inform academic developers and other course designers who may be considering and planning to model and implement such approaches in their own practice.

Keywords: Academic development, collaborative open learning, boundary crossing, cross-institutional professional development, open education, social media, framework for cross-boundary collaborative open learning

About this work
Crossing boundaries with #byod4l – some thoughts on sustaining and extending open: design, resources, practice by Sheila MacNeill, 28 January 2018

Almost there now… new #open booklet in preparation #legoseriousplay #LSPHE #opened #creativecommons

The first full draft is ready (22,000 words). I have decided to share co-authorship with Alison James (@alisonrjames). Together we have done interesting work in the area of playful learning and LEGO. Bringing Alison in will enrich the booklet further as we will be able to incorporate her voice and perspective.

What it is? A booklet about using LEGO(R) SERIOUS PLAY(R) (LSP) in Higher Education (HE).

I have been using LEGO(R) since 2010 before discovering LSP when writing up some related research. Using LEGO(R) came natural to me as I have always been playful and experimental and tried new things as a learner, in my practice as a teacher, translator and academic developer but also in my life more generally. I still do. My curiosity and the novel opportunities problems present seem to be my driving force. In 2013 I completed my LSP facilitator training with Robert Rasmussen. The journey has been fascinating so far. LSP opened my eyes and mind to new ideas and possibilities that have extended my repertoire and toolkit as a facilitator aiming to create stimulating and meaningful learning experiences that help us understand ourselves, others and the world around us better and make valuable discoveries through playful making and shared reflection. I have created a range of LSP workshops and courses and am often invited to work with colleagues and their students to develop tailor-made LSP provision and courses for staff development. LSP  is such a versatile method and the potential to use in diverse HE settings is there and waiting to be explored further.

LSPbook_coverSo, what is in the booklet? After an introduction into the LSP method and its potential uses in higher education, a series of short LSP stories follows. These stories showcase how specific practitioners from a range of disciplines and professional areas currently use LSP in an higher education context. I would like to thank the following colleagues for making the time to contribute their LSP story to the collection:  Dr Stephen Powell, Neil Withnell, Sue Watling, Prof. Alison James, Graham Barton, Lesley Raven, Prof. Dr Tobias Seibl, Dr Thanassis Spyriadis, Dr Sean McCusker, Lisa Higgings, Haleh Moravej, Prof. Rebecca Lawthom and Dr Catherine Hayes. Also a big thank you to Alison Laithwaite, Dr Gayle Impey, Dr Maren Deepwell and Tom Palmer for commenting on specific LSP activity sets.

The basic structure of the LSP in HE booklet is the following:

  • Part 1 Method
  • Part 2 Stories
  • Part 3 Activity sets
  • Part 4 Variations
  • Part 5 Final remarks

Within part 3, a selection of practical activities, quite a lot of them, have been designed and added, arranged as you can see as activity sets. These are intended to support LSP workshop design and planning activities in a wide range of HE contexts:

  • LSP warm-up activity set
  • LSP activity set for learning and teaching
  • LSP activity set for recognition of teaching (HEA)
  • LSP activity set for academic development (SEDA)
  • LSP activity set for use of learning technologies (ALT)
  • LSP activity set for coaching and mentoring
  • LSP activity set for research

These LSP activities included in this booklet can be used and adapted by practitioners in their everyday practice. The booklet concludes with the introduction of LSP variations. These have been tested and used in HE settings and provide food for thought for other practitioners to consider tailoring the standard LSP method to their needs were needed and/or mixing with other pedagogical methods, frameworks or models.

January 2018 update: Prof. Alison James has joined as a co-author. We will be working on finalising the draft of the booklet soon. 

Oh and by the way, the LSP in HE booklet will be openly available online under a Creative Commons license so that we can all use it and further develop it, together as practice diversifies and related research grows.

Chrissi @chrissinerantzi


If you are new to LSP in HE, the below might be a useful starting point:

  1. In this clip colleagues share their LSP experience through an LSP course I led at Manchester Met.

2. An example of how we have used LSP with a colleague in an undergraduate module at Manchester Met is the following. This has been written with the colleague and one of her students: Nerantzi, C., Moravej, H. & Johnson, F. (2015) Play brings openness or using a creative approach to evaluate an undergraduate unit and move forward together, JPAAP, Vol 3, No. 2, pp. 82-91, available at http://jpaap.napier.ac.uk/index.php/JPAAP/article/view/141