Home » topics (5Cs)

topics (5Cs)

Please pick a topic from the Topics menu at the top of this page. Each topic has problem based scenarios or triggers from the perspectives of the student and the teacher associated with it. When the course is facilitated, participants will mostly work through the topics one by one, reflecting on the scenarios, throughout the five days of the week and engage in further learning activities, individually and with others as presented in the individual topics pages.

Other ways of working with the topics

You are free to pick ‘n’ mix topics and use in any order you like. You may choose to learn with a specific learning partner or group at a different pace and decide together what you would like to explore, how and when.

Contribute your scenarios

You may come up with scenarios of your own for working out how smart devices can be used for learning and teaching. If you do, then please share with us by adding a link to the scenarios you created as a comment to this page. We will then be able to add these to the BYOD4L collection. Learning is more valuable when it is authentic and contextualised so please take advantage of this open invitation!

How to participate and share your responses to the topics

  • use the comments feature anywhere within this site
  • create your own blog post, video or other digital artefact (see the tools page for ideas)
  • share the location of your blog with the community so that we can visit each others and engage in learning conversations. We have up a padlet where you can add your blog. Click here to access.
  • use Twitter and the course hashtag #BYOD4L to post a link to the online space you have created for your  digital reflections
  • start a conversation within our Google+ or the Facebook community about your topic scenario
  • use the comments section on the learning together page to reach out to the BYOD4L community to help you develop your ideas

5C Framework

(Nerantzi & Beckingham, 2013)

The 5C Framework provides a useful scaffold and structure for thinking about BYOD4L and the different opportunities associated with this

Since initially used as a thematic framework it has also developed into a pedagogical framework for social learning underpinned by critical and creative thinking. A chapter regarding this is in print at the moment.

The following has been created and contributed by David Hopkins who introduced us to open badges in 2013.

The 5C Framework is openly licensed.
Creative Commons License
The 5C Framework by Chrissi Nerantzi and Sue Beckingam, developed in 2013 is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Related publication: 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, available here

5CC Framework

(Sheila MacNeill, Alex Spiers, Neil Withnell, 2018)

For the 2018 iteration of #BYOD4L we extended the original model with the addition of an additional, related C to each day. This was primarily done as a reflection on the community based discussions from previous iterations and as a recognition of evolving, inter-related practice.

The additions:

  • Connecting and Confidence
  • Communication and (digital) Capability
  • Curation and Copyright
  • Collaborating and Community
  • Creating and Celebrating

These extension are released under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.



  1. […] like the five topics for the week: connecting, communicating, curating, collaborating, creating. I think I’ll be most […]

  2. […] bite-size course runs over 5 days and focusses on the 5 C’s – Connecting, Communicating, Curating Collaborating, and […]

  3. […] collaboration and learning. In terms of staff development, BYOD4L has allowed us to augment the 5c model with informal drop in sessions where we can have more contextualised discussions about practice and […]

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