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Chrissi Nerantzi

Chrissi Nerantzi BA (Hons.) MA, MSc, PhD, PFHEA, FSEDA, CMALT, NTF

Principal Lecturer - Academic CPD

 

+44 (0)161 247 4615

Faculty Link for: Arts and Humanities (Manchester Fashion Institute), Cheshire campus

Thematic lead: Creativity and innovations in learning and teaching, Open education, Recognising and rewarding teaching excellence

Twitter: @chrissinerantzi

Who am I?

Principal Lecturer in Academic CPD. Focus on creative, innovative and open learning and teaching

At Manchester Met, Chrissi developed the openly-licensed practice-based developmental CPD programme FLEX which incorporates formal and informal pathways of engagement utilising digital professional portfolios and CPD opportunities including open cross-institutional collaborative initiatives. She is the founder of the Greenhouse, a community for creative practitioners, the Teaching and Learning Conversations (TLC) webinars and developed the Creativity for Learning unit and FLEX units that are linked to the PgCert in Learning and Teaching in Higher Education and the MA in Higher Education. Chrissi also leads Recognising and Rewarding Teaching Excellence and the Good Practice Exchange and developed a series of workshops and courses around playful learning including LEGO® Serious Play®. She also contributes to further academic development activities within CELT, including the institutional PSF scheme and supports colleagues in creative curriculum design activities across the institution.

Academic Biography

Previous employment

Chrissi used to teach foreign languages (German and Greek) in Greece, Germany and the UK in adult learning, further and higher education as well as translating mainly children’s books and literature before moving into teacher education and academic development. She has worked as an academic developer at the University of Sunderland and the University of Salford before moving to Manchester Metropolitan University in 2013.

Awards, Honours and Distinctions

Awards and nominations

Dec 2010 One of the Top 100 Salford Women making a difference http://staff.salford.ac.uk/news/details/1995

June 2013 Awarded a Vice Chancellor’s Distinguished Teaching Award, University of Salford, nominated by PGCAP students

Jan 2014 Best Case Study Award by UCISA:
Nerantzi, C, Wilson, J, Munro, N, Lace-Costigan, G and Currie N (2014) Warning! Modelling effective mobile learning is infectious, an example from Higher Education, UCISA Best Practice Guide using mobile technologies for learning, teaching and assessment pp. 11-17.

June 2014 Shortlisted for ALT team award leading BYOD4L team Chrissi Nerantzi, Sue Beckingham, Andrew Middleton. David Hopkins, Neil Withnell, Ellie Livermore, Kathrine Jensen, Alex Spiers, Dr David Walker, Dr Panos Vlachopoulos, Ola Aiyegbayo, Chris Rowell.

June 2014 Nominated for Rising Star Award at MMU for Greenhouse Initiative

December 2014 #LTHEchat Finalist in the 2014 EDUBLOG AWARDS, category: Best Twitter Hashtag or Chat

June 2015 Awarded a National Teaching Fellowship by the Higher Education Academy

Sep 2015 Open Education Europa Fellow (OEE Fellow) by Open Education Europa, video at https://www.youtube.com/user/Elearningeuropa

Oct 2015 One of the 50 most influential UK Higher Education Social Media Influencer, by JISC (ManMetLife article)

Nov 2015 Open Education Pioneer
The following projects have been recognised as Good Practice and included in the Open Education Pioneers collection at Open Education Europa

  • Catch the creativity bug and spread it - #creativeHE
  • Everybody needs a Greenhouse – Greenhouse
  • To FLEX or not to FLEX? – FLEX
  • FOS: enlightened learning, flexible, open and social
  • Facilitating Learning in the Open (Open Facilitator Project)
  • Everybody needs TLC (Teaching and Learning Conversations webinars)
  • OER film series Food for Thought

Dec 2015 Open Education Europa Teachers’ Contest 2015 Finalist, see http://www.openeducationeuropa.eu/en/node/174463

Feb 2016 #creativeHE was nominated for the Credo Digital Award for Information Literacy 2016.
Collaborators: Sandra Sinfield (London Metropolitan University), Sue Watling (University of Hull), Dr Nikos Fachantidis (University of Macedonia), Prof. Norman Jackson (Creative Academic, Lifewide Education), highly commended.

September 2016 ALT Learning Technologist of the Year 2016 Award Runner up, Association for Learning Technology for my work in open education.

September 2017 ALT Learning Technologist of the Year 2017, individual winner, Association for Learning Technology for my work in open education

April 2018 GO-GN Award for Best Open Research Practice

Professional recognition

2008 Fellow of the Higher Education Academy (FHEA)

2011 Accreditor of the Higher Education Academy

2012 Fellow of the Staff and Educational Developers Association (FSEDA)

2013 Accredited LEGO® Serious Play® Facilitator

2018 Principal Fellow of the Higher Education Academy (PFHEA)

Professional membership

Since 2013 Member of Lifewide Education

Since 2014 Editorial member of the SEDA Educational Developments Magazine

Since 2015 Founding member of Creative Academic

Since 2015 Committee member of the Association of National Teaching Fellows

Since 2017 alumni of the Global OER Graduate Network (2015-17 Member)

Since 2018 Member of SEDA's Services and Enterprise (SE) Committee

External Examiner

since 2017 PgCert in Academic Practice, Leeds Beckett University

2015 – 2017 PgCert in Learning and Teaching in Higher Education (Distance learning mode), Kingston University London

2014 - 2015 PgCert in Learning and Teaching in Higher Education, Kingston University

 

Research Expertise, Publications and Grants

Chrissi’s research interests are around open and creative pedagogies. She engages in related scholarly activities and research and disseminates her work through conferences and academic publications and acts as a peer reviewer for academic journals and book publications. Chrissi completed doctoral studies at Edinburgh Napier University which has led to the development of a cross-boundary collaborative open learning framework for cross-institutional academic development.

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

To find out more about Chrissi, please access her LinkedIn profile at https://www.linkedin.com/in/chrissinerantzi. Her personal blog, including a full list of publications, is available at https://chrissinerantzi.wordpress.com/

Publications and Research Activity

Book Section

Avramenko , A. & Nerantzi , C. (2018). Exploring social media use as a distraction in the HE classroom. In: Rowell, C. (2018) Social media in higher education. Case studies, reflections and analysis. (accepted)

Nerantzi , C. (2018). 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. (accepted)

MacMillan , M. & Nerantzi , C. (2018). Joint reflection on Twitter, phenomenography and learning friendships. in: Rowell, C. (2018) Social media in higher education. Case studies, reflections and analysis. (accepted)

Nerantzi , C. & Jackson J.N. (2018). #creativeHE: An animated Google+ platform for challenging practitioners to think differently. in: Reedy, K. & Parker, J. (2017) Digital Literacy unpacked. Facet Publishing.

Buckley , C. , Nerantzi , C. & Spiers , A. (2017). Enhancing learning and teaching with technology. in: Scales, P. (2017) An introduction to learning and teaching in higher education: supporting fellowship. pp. 107-116. Open University Press.

Nerantzi , C. (2016). Designing-in social learning: A potpourri from open professional development practices and how Aristotle, Socrates and Plato can help. in: Kilgore, W. ed. (2016) Humanizing online instruction. Pressbook.

Nerantzi , C. & Withnell , N. (2016). We just 'clicked' or sharing team experiences, a reflective conversation between a learner and a facilitator of an open online course. In: Whatley, J. & Nerantzi, C. (eds.) (2016) Teaching with Team Projects. pp. 43-60. Informing Science Press, Santa Rosa, CA.

Nerantzi , C. & Hannaford , L. (2016). Flipping the classroom using teams. A case study from Academic Development. in: Whatley, J. and Nerantzi, C. (eds.) (2016) Teaching with Team Projects. pp. 119-130. Informing Science Press. Santa Rosa, CA.

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 publication.

Nerantzi , C. & Beckingham , S. (2014). BYOD4L – Our Magical Open Box to Enhance Individuals' Learning Ecologies in: Jackson, N. & Willis, J. (eds.) Lifewide Learning and Education in Universities and Colleges. E-Book. (invited chapterf)

Smith , C. & Nerantzi , C. (2013). ePortfolios: Assessment as learning using social media. in: Miller, D., & Volk, B., E-Portfolio an der Schnittstelle von Studium und Beruf. pp. 147-166. Muenster: Waxmann. (invited chapter).

Nerantzi , C. (2013). Tutorial Audio Feedback. in: Middleton, A. (ed) Digital Voices. A collaborative exploration of the recorded voice in post-compulsory education. pp. 128-131. MELSIG publication.

Nerantzi , C. (2013). Using Voicethread to enable media-rich online collaborative learning. in: Middleton, A. (ed) Digital Voices. A collaborative exploration of the recorded voice in post-compulsory education. pp. 160-165. MELSIG publication.

Nerantzi , C. (2013). 'Sell your bargains' Playing a mixed-reality game with academics to spice-up teaching in HE. in: Baek, Y and Whitton, N. (Eds.) Cases on Digital Game-Based Learning: Methods, Models and Strategies. Information Science Reference. pp. 131-144. Hershey: IGI Global.

Book

Nerantzi , C. & James , A. (2018). LEGO® SERIOUS PLAY® in higher education. Book, (work in progress)

James , A. & Nerantzi , C. (eds.) (2018). The Power of Play Palgrave Book (work in progress)

Article

Nerantzi , C. (2018). The design of an empirical cross-boundary collaborative open learning framework for cross-institutional academic development. Open Praxis. (submitted, July 2018)

Nerantzi , C. (2018). The role of crossing boundaries in collaborative open learning in cross-institutional academic development. Research in Learning Technology. (submitted, July 2018)

Nerantzi , C. Wahls , N. , Abidjanov , A. (2018). Planning for implementation of the cross-boundary collaborative open learning framework in foreign language teaching professional development courses in Uzbekistan. International Review of Research in Open and Distributed Learning (IRRODL) (submitted, July 2018)

Nerantzi , C. & Gossman , P. (2018). Cross-boundary communities, an alternative vision for academic development. Compass Journal. London: University of Greenwich. (accepted, August 18)

Nerantzi , C. Jackson , N.J. , Mouratoglou , N. , Baff , D. (2018). Learning and teaching partnership narratives relating to the open course Creativity for Learning in Higher Education (#creativeHE). Compass Journal. London: University of Greenwich.

Nerantzi , C. & Spencer , G. (2018). The spirit and wonder of collaborative making. Creative Academic Magazine. (accepted)

Nerantzi , C. & Chatzidamianos , G. (2018). Reflecting On Academic Development: A Dialogue About A FLEXible Journey. International Journal of Management and Applied Research. Vol. 5, No. 2, pp. 55-68. DOI: 10.18646/2056.52.18-005

Nerantzi , C. (2017). Quality teaching through openness and collaboration – an alternative to the TEF? Special Edition: Teaching Excellence Framework. Compass: Journal of Learning and Teaching. Vol. 10, No.2. Greenwich: University of Greenwich.

Nerantzi , C. & Sinfield , S. (2017). A reflective conversation by the #creativeHE organisers, in: Curating the #creativeHE course in January 2017. Creative Academic Magazine. Issue 6, February 2017 pp. 81-84.

Nerantzi , C. (2017). PhD Journeys of a Scholastic Explorer. in: Jackson, N. (eds.) Exploring explorations, Lifewide Magazine. Issue 18, January 2017, pp. 57-60.

Nerantzi , C. , Botham , K. (2016). FLEX to evidence Good Standing. Learning and Teaching in Action. Vol 11, No2, p57-69.

Nerantzi , C. (2016). Using Ecological Metaphors to Represent Professional Growth: Our extraordinary ‘Greenhouse’, its creative academic gardeners and the growing of pedagogical ideas. Exploring Creative Ecologies, Creative Academic Magazine. Issue 5, September 2016, pp. 64-70.

Nerantzi , C. (2016). Using badges to recognise learning in #creativeHE. Creative Academic Magazine. Issue 4, January 2016, pp. 48-50.

Nerantzi , C. (2016). My reflections on #creativeHE. Creative Academic Magazine. Issue 4, January 2016, pp. 57-60.

Nerantzi , C. & Gossman , P. (2015). Academic Development, a developers society. Educational Development Magazine. 16.4, December 2015, pp. 21-22. London: SEDA.

Nerantzi , C. (2015). The importance of social glue in open facilitation, a personal exploration. In: Yeager, C. & Nerantzi, C. (eds.): Open facilitators’ stories, Annual Collection 2014 Learning and Teaching in Action. Volume 11 Issue 1 pp. 17-25. Manchester: MMU and the Open Knowledge Foundation.

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.

Nerantzi , C. & Gossman , P. (2015). Towards collaboration as learning. An evaluation of an open CPD opportunity for HE teachers. Research in Learning Technology Journal. volume 23.

Nerantzi , C. & James , A. (2015). Waterfall of questions or can we afford not to play in HE? In: Nerantzi, C. & James, A. (eds.) (2015) Exploring Play in Higher Education Creative Academic Magazine. Issue 2A, June 2015, pp. 4-5.

Nerantzi , (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. & 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.

Nerantzi , C. (2015). Who says academics don’t do CPD? Connecting practitioners and developing together through distributed cross-institutional collaborative CPD in the open. In: Rennie, F. (ed.) The distributed university JPAAP Special Issue. Volume 3, Issue 1, pp.98-108.

Nerantzi , C. (2015). In charge of our own renewal through practice-based CPD and reflection. In: Jackson, N. & Willis, J. (eds.) Exploring Reflection in the Social Age of Learning Lifewide Magazine. Issue 13, March 2015, pp. 52-56.

Beckingham , S. , Nerantzi , C. , Reed , P. & Walker , D. (2015). Speedy professional conversations around learning and teaching in higher education via the brand new tweetchat #LTHEchat. Journal ALISS Quarterly February 2015.

Nerantzi , C. (2014). Disrupting Higher Education in: Gejel, J. & Chandler, K. (ed.) Exploring Disruption and Resilience in the Social Age, Lifewide Magazine Issue 12, December 2014, pp. 82-83

Nerantzi , C. , Jackson , N. & Beckingam , S. (2014). Adapting HE to the Social Age of Learning: How can social media help? In: Stodd, J. (ed.), Lifewide Magazine Issue 11, September 2014, pp. 23-27.

Nerantzi , C. & Despard , C. (2014). Lego models to aid reflection. Enhancing the summative assessment experience in the context of Professional Discussions within accredited Academic Development provision. Journal of Perspectives in Applied Academic Practice. Vol 2, Number 2, July 2014, pp. 31-36. Edinburgh Napier University.

Nerantzi , C. , Middleton , A. & Beckingham , S. (2014). Facilitators as co-learners in a collaborative open course for teachers and students in Higher Education. In Learning in cyberphysical worlds eLearning paper, issue No. 39, pp. 1-10.

Nerantzi , C. (2014). A personal journey of discoveries through a DIY open course development for professional development of teachers in Higher Education. (invited paper) Journal of Pedagogic Development. Volume 4, Issue 2, pp. 42-58 University of Bedfordshire.

Reed , P. & Nerantzi , C. (2014). Tweet-chats: the new ‘condensed’ synchronous discussion forum? In: Nerantzi, C. & Beckingham S. (eds.) Using social media in the social age of learning Lifewide Magazine Special Edition, June 2014, pp. 13-16.

Nerantzi , C. (2014). The Open Bug: A story of collaboration & resurrection. In: Nerantzi, C. & Beckingham S. (eds.) Using social media in the social age of learning, Lifewide Magazine. Special Edition, June 2014, pp. 10-12.

Nerantzi , C. (2013). OER? What OER? Integrating video OER in a teacher education programme. Journal Perspectives in Applied Academic Practice. Vol. 1 No 2, pp. 61-65.

Nerantzi , C. (2013). An open peer observation experiment within the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford. Educational Developments Magazine. Issue 14.1, March 2013, pp. 15-19. SEDA

Nerantzi , C. (2012). A case of problem-based learning for cross-institutional collaboration. Special European Conference in E-Learning. Special Issue EJEL. Volume 10, Issue 3.

Nerantzi , C. (2011). Open Educational Resources and Practices for all. Thoughts captured during and shortly after a short-term SCORE Fellowship. SEDA Educational Development Magazine. Issue 12.3, Sep 11, pp. 23-24.

Conference or Workshop Item

Botham , K.A. , Nerantzi , C. (2016). The use of digital portfolio to evidence Good Standing. HEA Conference: Beyond Fellowship. 21 June 2016, Aston University, Birmingham.

Botham , K.A. , Nerantzi , C. (2015). The use of digital portfolio to evidence Good Standing. Teaching and Learning Conference. Imperial College, London, 24th April 2015.

Smith , C. Nerantzi , C. & Middleton , A. (2014). Promoting creativity in teaching and learning in Higher Education. Proceedings ICED 2014 Stockholm.

Nerantzi , C. & McCusker , S. (2014). A taster of the LEGO(R) Serious Play(R) Method for Higher Education. Proceedings OER14 Building Communities of Open Practice. 28-29 April 2014, Centre for Life, Newcastle

Nerantzi , C. (2013). OER video series Food for thought: CPD on-the-go and for teachers in Higher Education. Conference proceedings OER13 Nottingham 26 and 27 March 2013

Nerantzi , C. (2011). Freeing Education within and beyond Academic Development. In: Greeener, S. and Rospigliosi, A. (eds.) Proceedings of the 10th European Conference on e-Learning. Brighton Business School, University of Brighton, 10-11 November, pp. 558-566, ECEL2011.

Nerantzi , C. (2011). 'Not too much facilitation going on' – Issues in facilitating Online Problem-Based Learning in Academic Development. In Celebrating the Past and Embracing the Future: Evolution and Innovation in Problem-Based Learning Conference. 30 and 31 March 2011, University of Central Lancas

Nerantzi , C. (2011). Mobile Reflections (MoRe) Pilot, Developing Reflection within Initial Teacher Training for students with dyslexia. in: Middleton, A. (ed) Media-Enhanced Feedback case studies and methods. pp. 21-25. JISC, ASSET, MELSIG. (ISBN: 978-1-84387-337-2)

Other

Nerantzi , C. (2016). Play as a medium for learning and developing. Digifest 2016 full interview, in: Exploring Creativity in Development, Achievement & Innovation. Creative Academic Magazine. Issue No 4a April 2016, pp. 44-50.

Nerantzi , C. (2016). Learning to play, playing to learn: the rise of playful learning in higher education. Interview in Digifest 2016, 25 February 2016.

Beckingham , S. & Nerantzi , C. (2016). Learning and Teaching in Higher Education Chat (#LTHEchat). ALTC blog News and Views from the Community 7 March 2016

Whatley , J & Nerantzi , C. (eds.) (2016). Teaching with Team Projects in Higher Education. Santa Rosa, CA: Informing Science Press.

Nerantzi , C. , Botham , K. (2015). Using FLEX as a mechanism for demonstrating Good Standing for HEA Fellowship, a pilot study. (HEA Co-ordinated Project)

Nerantzi , C. (2015). Learning about learning theories in the context of academic development using Ketso, a case study. Manchester, Ketso.

Nerantzi , C. & James , A. (eds.) (2015). Exploring Play in Higher Education, Creative Academic Magazine Issue 2b, June 2015

Nerantzi , C. & James , A. (eds.) (2015). Exploring Play in Higher Education, Creative Academic Magazine. Issue 2a, June 2015.

Nerantzi , C. (2014). Disrupting Universities Lifewide Education blog, 30 Nov 2014, blog post.

Nerantzi , C. & Beckingham , S. (2014). BYOD4L – Bring Your own Devices for Learning ALT Newsletter 8 August 2014

Nerantzi , C. , Wilson , J. , Munro , N. , Lace-Costigan , G. & Currie N. (2014). Warning! Modelling effective mobile learning is infectious, an example from Higher Education. UCISA Best Practice Guide using mobile technologies for learning, teaching and assessment. pp. 11-17.

Nerantzi , C. & Beckingham S. (eds.) (2014). Using social media in the social age of learning, Lifewide Magazine. Special Edition, June 2014.

Nerantzi , C. (2013). About re-discovering the love of learning and learning to love teaching in the digital age. invited blog post for C21Scholar, 7 October 2013.

Nerantzi , C. , Lace-Costigan , G. , Jackson , R. , Currie , N. , Despard , C. & Peters , L. (2013). Tweet-tweet who is there? Using Twitter in teacher education. Madhouse of Ideas

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. pp. 4-8.

Nerantzi , C. (2011). 'I didn’t know this was possible' – exploring technology-enhanced learning and teaching approaches within Academic Development. Working with Diverse Group of Learners in the Digital Age. HEA Education Subject Centre ESCalate Publication.

Nerantzi , C. , Currant , N. , Avramenko , A. & Harvey , V. (2011). Feedback conversations in a blended classroom. TEAN STOREHOUSE.

Nerantzi , C. (2011). Hooked on coaching, a reflective review. Storehouse, TEAN Journal.

Nerantzi , C. & Currant , N. (2011). Using e-portfolios for learning and assessment within the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford. Centre for Recording Achievement.

Nerantzi , C. (2011). To act, or not to act, upon feedback? A case study in Academic Development, Students’ experience and student feedback. HEA Education Subject Centre.

Nerantzi , C. (2011). About using Mobile Reflections. In: Middleton, A. (ed) Media-Enhanced Feedback case studies and methods. pp. 26-27. JISC, ASSET, MELSIG. (ISBN: 978-1-84387-337-2)