Manchester ALT conference 12 September 2018

1. Introducing Openness through the national
professional development initiative for foreign
language teachers in Uzbekistan that leads to
recertification of the licence to practice, an UNESCO
Project in Uzbekistan: Open Education for a Better World
● Dr Alisher Abidjanov, Uzbek State University of World Languages and Peabody Fellow at
Vanderbilt University, Uzbekistan
● Dr Chrissi Nerantzi @chrissinerantzi, National Teaching Fellow 2015, ALT Learning
Technologist of the Year 2017, GOGN Best Open Research Practice Award 2018, Principal
Lecturer Academic CPD, Centre for Excellence in Learning and Teaching, Manchester
Metropolitan University, UK
● Naomi Wahls @nwahls, PhD Candidate, Open Universiteit, Netherlands, University of Colorado
Denver Lectruer, Wahls Instructional Design, LLC, US
Annual ALT Conference
University of Manchester, Manchester, 12 September 2018

2. http://unesco.ijs.si/project/profdevoer/

3. Naomi Wahls, PhD Candidate, Open Universiteit, Netherlands, University of Colorado Denver Lectruer,
Wahls Instructional Design, LLC, US > on Twitter @nwahls
https://youtu.be/rFdzuaEi74A

4. Project - Uzbekistan
Professional development program for Foreign Language
Educators teaching n HE in Uzbekistan:
● Language educators are re-certified every 3 years through a
government paid 2 month in person program
● Those who fail are moved into new pilot online course in
Moodle. If they fail the online program they lose their job
● Currently no accredited online courses exist in Uzbekistan

5. Project - Uzbekistan
Two key issues identified:
● 10-20% fail rate of Foreign Language Teacher at
CPD examination (every 3 years)
● Low level of English language skills of English
language teachers

6. The team’s
collaboration
Opportunities Challenges
● Diversity build into the team
● Sharing practices in cross-cultural
contexts
● Learning with and from each other
● Co-mentoring
● Open to new/novel perspectives
● Internet-worked technologies
(synchronous, asynchronous
communication and collaboration
● Open pedagogical approaches
● Real proposal to shape change
initiative
● Strangers
● Different time-zones
● Lingua franca
● Multi-cultural contexts
● Busy professional lives
● Proposing viable solutions
Alisher Naomi Chrissi

7. Overall breakdown of hours
of the current professional development
programme

8. UNESCO Project Goals
in Uzbekistan
1. Goal 1 Review existing course: Online Pilot Course in Moodle and
make pedagogical, curriculum and technological recommendations
to include OEP;
2. Goal 2 Plan a link-up initiative with a unicollaboration project;
3. Goal 3 Beyond: the scope of this project: proposed – Uzbek Statue
University of World Languages will send a Call for book chapters to
language educators globally in May/June for an open access edited
book on practices and approaches of VIEs in the primary and
secondary language classroom.

9. Programme Review
Teaching Plan for professional development
Courses selected
● 2.2 Advanced foreign experience on innovative technologies of
foreign language teaching (14 hours)
● 3.2 Information communication technologies in teaching
foreign languages (14 hours)

10. Mentor Proposal: Opening up: A proposed professional
development programme for foreign language higher-ed teachers in
Uzbekistan
open-up
provision at
macro, meso
and micro level
(Stracke, 2017)

11. To be considered...
Pedagogy Curriculum Technology
● Open where
appropriate
● Collaborative
intercultural
learning
● Reflection
● Co-creation
OER textbook
● Intercultural &
global
citizenship
● Review and
re-use of open
courses and
OER to enrich
the curriculum
● Collaborative
spaces
(including
Virtual
Exchange)
● Portfolio
system

12. Overall breakdown of hours
of the current professional development
programme

13. Proposed pedagogical
scaffold

14. Cross-boundary collaborative learning framework
(Nerantzi, 2017; Nerantzi, Wahls & Abidjanov, to be
submitted)

15. Virtual Mobility
“Virtual mobility is breaking through in all study domains as well. New modes of teaching
and learning increase the possibilities of international cooperation in partnerships and
networks.
A systematic approach in international course and curriculum design and development
will lead to patterns of good practices and established innovative pedagogies in the field
of international collaboration and mobility.” (Henderikx and Jansen, 2018, 5)

16. Global Competence in Virtual Intercultural
Exchange
1. The capacity to examine issues and situations of
local, global and cultural significance The concept
of global competence and its implications for
education
2. the capacity to understand and appreciate different
perspectives and worldviews;
3. the ability to establish positive interactions with
people of different national, ethnic, religious, social
or cultural backgrounds or gender; and
4. the capacity and disposition to take constructive
action toward sustainable development and
collective well-being (Bolognini & Foster 2018, p.
7-8).
Figure 4: The dimensions of global competence framework (Bolognini & Foster 2018, p. 11)

17. Rebus OER Textbook / Open Book Project
Project starts July 2018
1. Initial Call for Book Chapters -
October 2018
2. Mexico Edition call for case
studies - 2020
3. Uzbekistan Edition call for
case studies - 2020
Topics include:
● Virtual Exchanges
● Collaborative Open Learning
● Virtual Mobility
● Bilingual Education
● Technology-enhanced
language learning and
teaching

18. Outputs & Dissemination Activities
● Micro: Mentor
Proposal
● Meso: Collaborative
Learning chapter, a
plan for
implementation
● Meso: Rebus OER
Textbook Project
● Macro: Plan for the
implementation of
the proposal
Conference contributions
● Jan 2018: Sixth International Conference on the
Development and Assessment of Intercultural
Competence, University of Arizona, Tucson, US
● April 2018: Open Education Global Conference - Delft
University, Netherlands
● April 2018: Unicollaboration Conference, Krakow, Poland
● August 2018 Colorado Teaching and Learning with
Technology (COLTT) conference in Boulder, Colorado, USA
● September 2018: Association of Learning and Technology
(ALT) annual conference, Manchester, UK

19. Any questions, comments, ideas?
UNESCO project page
http://unesco.ijs.si/project/profdevoer/
Contact us at:
naomi.wahls@ucdenver.edu
c.nerantzi@mmu.ac.uk
aabidjanov@gmail.com
Alisher Naomi Chrissi

20. References
Bolognini, Rose and Foster, Natalie, editors. (2018) Preparing our Youth for an Inclusive and
Sustainable World. The OECD PISA global competence framework. Harvard University. OECD. Retrieved from
http://www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf
Henderikx, P., & Jansen, D. (2018). The Changing Pedagogical Landscape: In search of patterns in policies and practices of new modes of
teaching and learning. Retrieved from https://tinyurl.com/CPLreport2018
O’Dowd, Robert. (2013). Telecollaborative networks in university higher education: Overcoming barriers to integration. Internet and Higher
Education.
O’Dowd, Robert. (2014). Telecollaborative Foreign Language Networks in European Universities: A report on Current Attitudes and
Practices. Bellaterra Journal of Teaching & Learning Language & Literature. 7(4). Nov-Dec 2014, 1-14.
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
Stracke, C. M. (2017) Open Education and Learning Quality: The Need for Changing Strategies and Learning Experiences. In Proceedings of
2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 1044-1048). IEEE Xplore. DOI: 10.1109/EDUCON.2017.7942977

21. Join us!
Global OER Graduate Network
http://go-gn.net/