I joined MMU after completing a PhD on Social Exclusion as a Graduate Teaching Student at The University of Salford. I have a diverse educational background and have a practice background within youth work, community work, family support, afterschool clubs and teaching.
Within the faculty I teach at all levels and across degrees. I am also responsible, alongside Mick Chesterman and Mark Peace, for developing the new inter-faculty project-based EdLab modules which engage students and the wider community in creative and innovative education-based projects.
Engage with your education from the perspective of what you are interested in, and this will make everything easier because you will be committed to the outcome. Personally, I have always be interested in the ways in which inequality prevents people from achieving their potential. As long as my studies and work are in line with this concern I always have the energy to keep going, all night before the deadline if need be!
No matter how difficult the subject, always try to relate your studies to what you believe and what you see, it may not always correlate but you will have ensured that your experience is considered and this will enrich everyone.
I am passionate about experiential learning, learning through doing, and active ongoing engagement. I also believe that you learn better if you learn together, and I am interested in continually improving my ability as a facilitator to help create learning communities. I will expect you to speak, to do and to think, and hopefully to have a good time.
Postgraduate Certificate in Academic Practice & Fellow of the HEA
Postgraduate Certificate in Professional Studies in Education
Postgraduate Certificate in Social Sciences
BA Hons English 2:1
My PhD is a critical study of a community group called a 'time bank', and how this time-based exchange system seeks to alleviate social exclusion. I have presented this research at the UK Social Policy conference, The British Sociological Association conference and internationally at an employment conference in France. Due to my work background in working with disadvantaged groups I sought to further my critical understanding of the issues through this in-depth research project.
I am also interested in teaching and learning in innovative ways in order to engage students inclusively. I have written a book chapter on the use of smart student response systems in higher education, and co-authored a paper on learning through mobile technologies. Due to this interest in innovative and inclusive education I presented at the BSA's regional teaching conference 2014, and at eAssessment Scotland 2013 on the use of openly shared feedback :http://www.slideshare.net/chrissi/openly-shared-feedback-a-crazy-idea.
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, available at pp. 11-17.
C. Nerantzi, JV. Wilson-Thomas, N. Munro, G. Lace-Costigan, N. Currie (2014). Warning! Modelling effective mobile learning is infectious, an example from Higher Education. Ucisa Best Practice in Higher Education. pp.11-17.
JV. Wilson-Thomas (2015). Un-pop quiz- a case study of motivating student engagement through smart games. In: Smart learning: Teaching and learning with smartphones and tablets in post compulsory education.. MELSIG & Sheffield Hallam University,
RAISE 17: Researching, Advancing, & Inspiring Student Engagement Conference September 2017: “Can’t I just do a placement?” Students as Partners in Project-Based Learning.' Co-presenting with Mick Chesterman and students Antonia Shevlin, Aiysha Malik and Sonia Kumar.
EECERA European Early Childhood Education Research Association Annual Conference Bologna August 2017: 'The Potential of Time Banks to Develop an Inclusive Civil Society'
Presentation at UManresa Spain November 2016: 'Incubating Educational Innovation'; Presentation on the Project-Based EdLab Units
CELT Annual Teaching and Learning Conference July 2016: Pecha Kucha Presentation: 'Spark the Change; EdLab as Inclusive Practice in HE'
International Ethnography Conference Birmingham June 2016: 'Tensions of the 'Ethnographic Self'
British Sociological Association Conference in Glasgow April 2015: ‘I know it's not exactly life changing but it's, you know….’ Questioning the Effects of New Economic Organisation through a Case Study of a Time Bank.
UK Social Policy Conference in Sheffield July 2014: The Best of Times, or the Worst of Times?Time Banks as a Solution to ‘Social Exclusion’.
Delivering integrated employment policies -Cross-sectorial Policies in Practice conference in Bordeaux May 2014: A Timely Intervention?Exploring Time Banks as a Solution to Social Exclusion.
BSA Regional Teaching Conference 2014: Exploring Time Banks as a Solution to Social Exclusion
eAssessment Scotland 2013:
In 2016 I was awarded a SOTL Grant for this project: An Analysis of Project-Based Learning: Generating Academic Understanding through Sustainable and Cross-Disciplinary Embedding within the University Curriculum
Awarded the prize for an Outstanding Doctoral Thesis by The University of Salford