About Chrissi Nerantzi


4 May 1-2pm NTF and CATE Showcase and Launch 2022 of the Internal Submission Process, Join us!

This is a showcase event organised by the National Teaching Fellows (NTF) and Collaborative Award for Teaching Excellence (CATE) winners community at ManMet to welcome Prof. Christine Horrocks as interim PVC Education, to raise awareness of the schemes, share the work of our NTFs and CATE award winners, and launch the internal selection process for NTF/CATE for 2022.

Please register for this event via the intranet

About the awards
The National Teaching Fellowship (NTF) awards were introduced by the Higher Education Academy (now AdvanceHE) in 2000. It is a highly competitive scheme and a prestigious award recognised nationally and internationally. Up to 55 HE practitioners receive this award annually for their excellent contributions to learning and teaching in Higher Education from across the UK. 
The Collaborative Award for Teaching Excellence (CATE) was introduced by the Higher Education Academy (now AdvanceHE) in 2016 to reward teaching excellence at team level with institution- or discipline-wide impact on the staff and/or student experience. It is a highly competitive scheme and a prestigious award. Each year about 15 teams are recognised nationally.

Advance HE expects institutions to ensure that their processes for selecting individuals and a team to nominate do not discriminate against individuals on the grounds of equality and diversity and are inclusive to the variety of ways in which staff and students contribute to learning and teaching, considering the full diversity of their staff and student body. 

Individuals can be in any role that contributes to the enhancement of student outcomes and the teaching profession. Staff can be nominated at any stage of their career and may be employed on any type of contractual arrangement; for example, part-time, full-time, non-permanent (fixed-term) and covering teaching, research and/or learning support. Staff must be teaching and/or supporting student learning. Staff working at an overseas campus whilst contracted to Higher Education Providers in the UK are eligible to be nominated.

Those within the team can be in any role that contributes to the enhancement of teaching and learning. Colleagues working at an overseas campus, whilst contracted to HEPs in the UK, are eligible to be part of the team. Student members of the team are actively encouraged, and can be studying or in a representative role.

Please visit the UTA website for more information  

We are looking forward to seeing you.

International conference on visual literacy and digital communication: The call is open cc @carmenherrero14

Date: 18-Dec-2020 – 19-Dec-2020
Location: MADRID, Spain (Virtual venue)
Meeting Email: vildic20@ucm.es

Field(s): Second / Foreign language teaching and learning (methodologies, pedagogy and interdisciplinary approaches)

Second Call Deadline: 15-Nov-2020

Meeting Description:

The International Conference on Visual Literacy and Communication (VILDIC’20) welcomes expert researchers and scholars from across the world to meet for a premier online conference experience. Scholars and educators will engage in professional development and explore a wide range of topics relevant to audio-visual culture and language teaching.

VILDIC’20 aims at providing a forum for researchers, teachers and educational representatives to share their knowledge and promote creativity and innovation in the area of visual literacy and digital communication.

Abstracts are invited on topics related, but not limited to:

critical visual literacy

media literacy

digital storytelling

audiovisual cultures

films, television, web series, and video

new video formats: creation and production

screens: Netflix generation

videos and accessibility

transmedia and participatory experiences

multimedia productions

‘copywright’ and ‘fair use’ for language teaching with media

educational media

multimodal compositions

interactive digital media

the role of emerging technologies for fostering student agency

teaching materials

new assessment models (video essays, wikis, blogs, and social networking activities)

multilingual media and multilingual learning

translanguaging and visual cultures

CLIL and digital /visual media

Guidelines for Submission: Please submit an anonymous copy of your abstract (max. 300 words, excluding references), in Word or PDF format, via email to: vildic20@ucm.es Please include paper title, name, affiliation, email address and any other contact details in the body of the e-mail message. Participants may submit a maximum of two abstracts, that is, no more than one single-authored paper and one joint-authored paper, or two joint-authored papers. All abstracts will be double blind peer-reviewed.

We invite submissions for two types of presentation:

INDIVIDUAL PAPERS: Oral presentations on original research by one or more authors within a 20-minute period with 10 minutes for questions.

LIGHTNING TALKS: A 10-minute long talk (following a ‘TED-talk’ format) using a maximum of 4 slides. This format may be of interest to postgraduate students wishing to present their subject area without yet having gathered/analysed their data. It may also be of interest to language teachers and other practitioners wishing to present on teaching methods/practices and developments.

Participants can send their contributions in English, Spanish or French.

Conference Publication: Selected papers presented at the conference will be published by an international publishing house as book chapters in an edited book. We will send you the related publishing guidelines after the conference.

Submission Deadlines:

Proposals should be sent by email to: vildic20@ucm.es

Deadline for Abstract proposals *second call: 15 November 2020

Notification of acceptance: 20 November 2020

Registration fee:

Until 27th November:

50 euros (25 euros for students)

After 27 November:

70 euros (35 euros for students)

Conference organisers:

Jelena Bobkina (Universidad Politécnica de Madrid)

Elena Domínguez Romero (Universidad Complutense de Madrid)

Carmen Herrero (Manchester Metropolitan University)

Isabelle Vanderschelden (Manchester Metropolitan University)

Professor Helen Laville @helenlaville1, PVC Education supports the launch of a new special issue on Block Teaching #blockteachingHE

As the University prepares for the academic year 2020-2021, Prof Helen Laville, PVC Education, supports the launch of a new special issue on Block Teaching in HE at the Journal of Learning and Teaching in Action.  Inspired by the writer and essayist Lorrie Moore, Prof Laville said:

“Block blended teaching as a design solution gives us the opportunity to respond flexibly across the year, to manage staff and student workload and helps us manage campus in more controlled way. While the context for teaching and learning remains a challenging one, block teaching simplifies our structures and allows us to concentrate our efforts, managing one thing at a time.”

The guest editors of the issue, Dr Chrissi Nerantzi (UTA), Dr Gerasimos Chatzidamianos (HPSC), and Dr Nicoletta Di Ciolla (FAH), are now inviting contributions from colleagues from both the academic and professional community of the University. In their open invitation to contributors they said:

“As a response to the pandemic, some institutions in the UK (and abroad) are moving to block blended teaching in the academic year 2020/21  to create academic offers that are responsive and flexible to the current situation and the high uncertainty this brings for universities, staff and students. Our institution recognises the challenges this pandemic has brought to staff, students and the wider community. Together we are re-thinking our approaches, to re-imagine and embrace learning and teaching approaches that are flexible, inclusive and creative and celebrate the diversity of our students and staff.”

They are currently looking for contributions that capture staff reflections on the planning process of the move to block blended teaching.

If you are interested in contributing to this special issue or need any further information, please visit the Journal’s dedicated webpage and/or contact the editorial team.

Dr Chrissi Nerantzi, Dr Gerasimos Chatzidamianos, Dr Nicoletta Di Ciolla

Email: blockteachingHE@mmu.ac.uk

Twitter: #BlockteachingHE


Join two weeks of open learning and development – #FOS201 and #creativeHEjam (inc call for contributions)

#FOS201 – Flexible, open and social learning

5-14 June 2020

FIND OUT MORE: @fos4l: #FOS201 https://foslearning.wordpress.com/


  • Digital literacies
  • Flexible pedagogies
  • Supporting learning
  • Communities and collaboration
  • Open education (including linking to #creativeHEjam)

In #FOS201 you will:

  • be supported by distributed volunteer facilitators across 10 NW institutions
  • have the opportunity to engage in inquiry-based activities
  • select what you would like to do, how, when (and with whom)
  • and if you wish, be part of a community to learn with and from each other…
  • and of course, experiment with and experience new approaches and consider some of these for your own practice.

You can do as much or as little as you wish in any order. You may even just focus on one of the above for the main part of the course. Whatever is useful for you! We look forward to learning together

Sean, Paul, Peter, Alex, Tünde, Emma, Hassan, Dawn, Craig, Paul, Neil and Chrissi (The #FOS201 team)


Creativity in Quarantine: Announcing the 2020 #creativeHEjam

12-19 June 2020

FIND OUT MORE: https://creativehecommunity.wordpress.com/ #creativeHE #creativeHEjam

The time for our second #creativeHEjam is approaching and how different it is this year! We would like to get together remotely and celebrate resourcefulness and creativity in supporting students’ learning in times of adversity.

Outline Programme

  • 12 June 2020, 12:00-14:00 Join us live online for a practice sharing marketplace Book your place on the live session here
  • 15-18 June 2020 Join in asynchronously (whenever suits you) with our daily discussion and short creative challenge
  • 19 June 2020, 12:00-14:00 Join us live online to reflect on your #creativeHEjam experience and discuss the future of a new normal in facilitating learning

You can join us for one element of the jam or jump in and experience the whole festival, the choice is yours!

Anna, Emma, Chrissi, Neil, Sandra, Norman, Alex, Rachelle and Hannah (The #creativeHEjam team)

Call for Contributions – #creativeHEjam 2020

We would love for you to share your lockdown story via the marketplace on 12 June. 15-minute slots will be allocated to contributors and it is completely up to you how you would like to use that time! Perhaps you would like to talk through your experience via an object or presentation. You could share what has gone well for you during lockdown, or what has gone wrong! Maybe you would like to lead a debate or demonstrate an activity or perhaps you have an idea that you would value feedback on. This is your space to share practice and learn from the collective #creativeHE community Submit your contribution idea here before 31 May


Join #FOS201 in June, all staff and students very welcome!

FOS logo square-01

We have some exciting news. FOS, is back! The open cross-institutional course for professionals in Higher Education and Further Education who teach or support learning and students who are interested in learning with others  from around the world about flexible, open and social learning together.

Visit the course site at https://foslearning.wordpress.com/

The areas we would like to explore together are:

  • Digital literacies
  • Flexible pedagogies
  • Supporting learning
  • Communities and collaboration
  • Open education

The first three days will have a focus on getting to know each other and find out a little bit more about the course. And we are preparing a surprise for our very first day, the 5th. Watch this space. Then on Monday – Friday we will focus on the above areas of interest. The following weekend will be an opportunity to consolidate what we have learnt and see what we would like to take forward and how.

In #FOS201 you will

  • be supported by distributed volunteer facilitators
  • have the opportunity to engage in inquiry-based activities
  • select what you would like to do, how, when (and with whom)
  • and if you wish, be part of a community to learn with and from each other…
  • and of course, experiment with and experience new approaches and consider some of these for your own practice.

You can do as much or as little as you wish in any order. You may even just focus on one of the above for the main part of the course. Whatever is useful for you.

This brand new iteration will be offered over 10 days. We start on Friday the 5th of June and will finish the facilitated version on Sunday the 14th of June. Learning, of course, can continue and often does.

This iteration is an open cross-institutional collaboration with volunteer facilitators from institutions across the North West of England. Together, we will support you and each other in debating and experimenting with alternative approaches to learning especially now. We hope this will help us all to re- and un-think our practices to solve the issues we currently face in flexible, creative and collaborative ways.

 Collaboration and cooperation are more important than ever. We hope you will embrace this development opportunity and join us. Everybody is welcome. Staff teaching or supporting learning at a higher education institution and students in the NW, anywhere else in the UK or further afield. Colleagues and students from the wider education sector may also find this useful. You are all welcome. The more diverse  our learning community becomes the better!

FOS is an openly licensed course developed through recycling and building on existing OER course and particularly FDOL developed by Chrissi Nerantzi and Lars Uhlin (see full attribution on the right-hand side). We are using an inquiry-based approach that can work for individual and collaborative learning, online and offline.

If you work at MMU, you will also be able to use your FOS work towards up to 30 FLEX credits at Postgraduate Level of the PgCert in LTHE or HE but also the MA in HE. Get in touch if you would like to find out more regarding this. Other institutions may offer similar opportunities through their internal staff development programmes.

The #FOS201 community space where our discussions will take place will be announced closer to the beginning of the course.

We hope you will join us in this exciting 10-day adventure, to share experiences, ideas, participate in (some of) the activities and learn with and from each other. You will have the opportunity to meet like- and other-minded individuals who all care about learning and teaching and will bring diverse ideas to our conversations. Be open to new possibilities, learning explorations and experimentations. Challenge, be challenged and have fun too!

We will share regular course updates on Twitter using @fos4l and the course hashtag  #FOS201.

We are really looking forward to learning together and will be back again nearer the start of the course with more information.

Please share this open invitation with anybody you feel may be interested, staff, students and the wider public.

Sean, Paul, Peter, Alex, Tünde, Emma, Hassan, Dawn, Craig, Paul, Neil and Chrissi

The #FOS201 team

FOS201facilitators from


#creativeHE news and opportunities to engage

Dear #creativeHE community,

We are living in strange times and we hope you and those close to you are safe and well. We would like to let you know about some initiatives for the community to help us see our experiences through the lens of creativity:

  1. The #creativeHE meetup on 22 April (13:00-15:00) will now be hosted online at https://mmu.adobeconnect.com/creativehe. Please join us for what we hope will be a lively discussion around creative approaches to online learning and teaching and creative research methods. Find out more: https://creativehecommunity.wordpress.com/2020/02/20/meetup-22-april-2020/
  2. Save the date 2nd Annual #creativeHEjam Creativity in Quarantine: offer a live get together with special guests on 12 June from 12-2pm. The following week from 15-21 June we will host a series of asynchronous activities using our Facebook group and the #creativeHE hashtag on Twitter. Find out more: https://creativehecommunity.wordpress.com/2020/04/08/2nd-annual-creativehejam-creativity-in-quarantine/
  3. New blogpost Dr Aspa Paltoglou @aspasiapal joined the #creativeHE community recently and shared a blogpost documenting her experience so far… read the blogpost here: https://creativehecommunity.wordpress.com/2020/04/04/meeting-creative-academics-reflections-from-a-new-creativehe-friend/

Best wishes,

The #creativeHEjam team

Anna, Emma, Chrissi, Neil, Sandra, Norman, Alex, Rachelle and Hannah

#creativeHE online

Save the date! UK Creativity Researchers Conference 2020 #creativeHE

We are pleased to announce that our 2020 conference will be on Wednesday 27th May 2020, in London. Our 2020 event is organised as a joint collaboration by our founders Dr Lindsey Carruthers (Edinburgh Napier University), Dr Gillian Hill (University of Buckingham) and Dr Shelly Kemp (University of Liverpool). We are further delighted to advise that Bartle Bogle Hegarty (BBH) have generously agreed to host the event in their central London office.
We are delighted to say that our keynote speaker is Professor Roni Reiter-Palmon. Professor Reiter-Palmon is the Varner Professor of Industrial/Organizational Psychology at the University of Nebraska at Omaha. Her impressive research record includes a focus on creativity and innovation in the workplace, cognitive processes and individual differences that influence creative performance in individuals and groups, and the development of creativity and leadership skills. We are honoured that Professor Reiter-Palmon has agreed to attend our event, and look forward to welcoming her to the UKCR network.
Please look out for further information on our website: https://creativityresearchers.co.uk/ and follow us on twitter: @ukcreativity. We will shortly be putting out calls for presenters, posting the timetable for the day, and of course releasing details of how to purchase your ticket.
Best wishes,
Lindsey, Gill and Shelly
Dr Shelly Marie Kemp
Senior Academic Developer
University of Liverpool
126 Mount Pleasant
2nd floor, Office 217
Mount Pleasant
L3 5TQ
Telephone: +44(0)151 79 5 8482
Extension: 58482
Twitter: @LivUniAcademy
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Call for papers> Exploring visual representation of concepts in Learning and Teaching in Higher Education

Exploring visual representation of concepts in Learning and Teaching in Higher Education

Submission deadline – 31 July 2020

Dr Charles Buckley and Dr Chrissi Nerantzi

Cite as: Buckley, C. and Nerantzi, C. (2018), “Exploring visual representation of concepts in Learning and Teaching in Higher Education”, International Journal of Management and Applied Research, http://ijmar.org/cfp008.html

In the forthcoming Special Issue we will explore the use various forms of visual representation within learning and teaching processes. The issue will highlight a number of innovative case studies and implications for practice relating to supporting students’ and staff’s learning and development in the context of Higher Education across the disciplines.

The use of images for communicating has been around since cave days and we now live in the most visual era of human existence. However, whilst the use of still and moving images has been spreading, especially since the wider use of social media and open practices in Higher Education in the UK and other parts of the world, there is a need to clarify and explore the benefits, potential challenges and barriers offered for learning through more creative visual representations. More and more, academics and other professionals who teach or support learning in universities are often intrigued to find out more about the potential offered through visual methods in their practice to enhance their teaching and create stimulating learning experiences for learners in face-to-face and online settings.

There has been a growing interest in using visual representation in teaching and work such as that of Mayer (2014) on Multimedia learning offers some guiding principles such as the various ways in which words and pictures can be used to enhance learning as does Jewitt’s (2012) approach to multimedia model of learning using digital technologies. The influential theory of Clark and Pavio (1991), the dual-coding theory, has also gained wide acceptance and suggests that it is easier to understand something when we combine verbal and non-verbal elements. The implications of this are obvious for teaching in most educational settings including university, especially with an ever- growing interest in enhancing learner experiences.

This Special Issue aims to go deeper in exploring the potential uses of visual representation in teaching and learning and the implications for practice in the context of higher education while showcasing the emerging work and research in this area from around the world.

We welcome articles from new and more experienced academic writers, practitioners and researchers who have been creating, using and adapting various forms of visual representation across the disciplines and professional areas. We also invitestudents who are using them for their learning at undergraduate, postgraduate or doctoral level, from around the world and would like to share their work with a wider audience through an open access issue to help us all gain new insights and deepen our understandings in this area.

We will consider the following types of contributions:

  • Reflective articles (1000-3000 words)
  • Research papers (3000-5000 words)
  • Viewpoints (2000-3000 words)
  • Innovative practice papers (3000-4000 words)
  • We strongly encourage authors to include visual representations which relate to their work.

The deadline to submit your article is 30 May 2020. This Special Issue will be published in August 2020.

*Note to the UK academics, REF 2021 will consider open access publications (research articles), subject to evaluation of the article (not the journal) by panel’s external evaluators ( https://www.ref.ac.uk/media/1092/ref-2019_01-guidance-on-submissions.pdf ).

Guidelines For Authors

Papers must be original work not published elsewhere. The Journal has a preferred publication style ( http://ijmar.org/authors.html#6 ). Please submit your paper as an email attachment to submissions@ijmar.org.

Early submissions are encouraged and will be published ahead of the deadline. All papers will go through the double blind review process.


  1. Clark, J. M. and Paivio, A. (1991), “Dual coding theory and education”, Educational Psychology Review , Vol. 3, No. 3, pp. 149-210. https://doi.org/10.1007/BF01320076
  2. Jewitt, C. Bezemer, J and O’ Halloran, K. (2016), Introducing Multimodality, London: Routledge
  3. Mayer, R. (2014), The Cambridge Handbook of Multimedia Learning, 2nd Ed., New York: CambridgeUniversity Press.

Check out the call online at http://ijmar.org/cfp008.html

We are looking forward to your contributions. Please feel free to share more widely with colleagues who may be interested.

Charles and Chrissi

Special Issue: Our Creative Self: Understanding perceptions of creativity in learning and teaching > The call for proposals is now open #creativeHE

Dear all,
We are delighted to announce a new call for papers on a subject very close to our hearts:
Our Creative Self: understanding perceptions of creativity in learning and teaching
The purpose of this special edition of the PRISM journal is to showcase the unique journeys that have led the contributors to embrace and discover their creative identities, in order to improve the lived experience of higher education for both learner and facilitator. Through a series of reflective accounts, original research articles and position papers, presented in a variety of formats, the special edition will challenge the notion that creativity is a niche practice that belongs only to those who define themselves as ‘creative’. Through exploring your perceptions and experiences of creativity, we hope to provide insights into how creative approaches are developed and disrupt barriers to the creative process.
We encourage you to analyse and reflect on your creative practices, to illustrate your unique path to becoming a congruent educator. Your stories and journeys will equip the reader with the necessary tools to develop congruence between their personal and professional selves, in order to foster critical awareness, curiosity and confidence in themselves and their learners.
You can find the full details of the call here: https://openjournals.ljmu.ac.uk/index.php/prism/announcement/view/12
The editorial team of this Special Issue
(Anna, Emma, Neil and Chrissi)

Share your practice and research via the ALT Winter conference > submit your proposal before the 18 Nov #LTHEevent

Call for proposals closes 18 November 2019
The ALT will take place online 11-12 December 2019. The conference provides ALT Members an opportunity to highlight the work they and their community have been involved with and to gain feedback from peers. As with previous years, the conference is designed to be a festival of learning with the aim of increasing the impact of Learning Technology for the wider community. You can find out more about the conference, and submit a proposal via the conference website.

The format of the event is designed to be multimodal, encourages communication between attendees and presenters in advance of as well as throughout the conference and aims to cross boundaries like sector, geography and job role.

We have three types of sessions plus a wildcard option if you would like to try another format:

  • Webinar – 30 minute session (incl. at least 10 min for participant discussion or Q&A)
  • Tweetchat – 30 minute twitter discussion (please include a #tag in your proposal)
  • Edit-a-thon – 60 minute session where you facilitate collaborative editing and improvement of a resource (please include a link to the resource)
  • Wildcard – Up to 60 minutes to do something in an alternative format of your choice

The deadline for submissions is 18 November 2019.

Proposals will be checked for eligibility, fitting within the chosen session type and programming restraints within each time slot. All authors will be notified of their acceptance or otherwise in w/c 18 November.

To see the variety of topics covered in 2018, see last year’s programme: https://altc.alt.ac.uk/online2018/programme/

If you have any questions about the conference or are having problems with this form, please contact enquiries@alt.ac.uk.

Do you know people that would like to take part?

Please share this information among your networks and let them know about  what the conference has to offer – here are some suggested tweets:

ALT’s Online Winter Conference 2019 Call for Proposals closes 18 November. Submit your proposal now – https://go.alt.ac.uk/2IySRnB #altc

Register for FREE: ALT Online Winter Conference 2019, 11-12 December. For more information, visit – https://go.alt.ac.uk/online2019 #altc


Dr Maren Deepwell, SCMALT

Chief Executive
tel: +44 (0)1865 819124
twitter: @marendeepwell

skype: maren.deepwell
Association for Learning Technology (ALT)

Registered Charity Number 1160039