Workshop for Open Education Practitioners

This course is part of the programme
Master in Leadership in Open Education (Second Level)

Objectives and competences

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

Intended learning outcomes

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.


Core texts
• Bali, M., Cronin, C., Czernierwicz, L., DeRosa, R., Jhandiani, R. (2020) Open at the margins. Critical perspectives on open education, Rebus, available at
• Ehlers, U.-D. (2020) Future skills: The future of learning in higher education, Nextskills, available at
• Open University (2005) Action research for associate lecturers, available at file:///C:/Users/chris/Downloads/Action%20research%20guide%20for%20associate%20lecturers.pdf
• Weller, M. (2014) The battle for open, London: ubiquity press, available at

• Action Research Journal
• Asian Journal of Distance Education
• Open Praxis
• The International Review of Research in Open and Distributed Learning

Additional readings
• Atenas, J. & Havemann, L. (2018). Open Data as Open Educational Resources: Case studies of emerging practice (Version 1st). Zenodo.
• Design Council (2021) What is the framework for innovation? Design Council’s evolved Double Diamond
• Müller-Roterberg, C. (2018) Handbook of design thinking, Kidle direct publishing, available at
• Murray, R., Caulier-Grice & Mulgan, G. (2010) The open book of social innovation, The Young Foundation, available at
• Open University (online) Design thinking, Open Learn course, available at
• Open University (Online) Learning to teach: And introduction to classroom research, OpenLearn course, available at
• Weller, M. (2020) 25 years of EdTech, AU press, available at
• Wikibooks (2016) Open Education Handbook, available at
• Yeager, C. and Nerantzi, C. (eds.) (2015) Open facilitators’ stories, Annual Collection 2014, Learning and Teaching in Action Journal, Vol. 11, Issue 1, MMU in collaboration with the Open Knowledge Foundation, available at

Useful resources
• Creative commons at
• UN Sustainable Development Goals (online)


Project (50%), examination (50%)

Lecturer's references

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 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

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,

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

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:

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:

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:

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