Twitter ..some useful articles



Beckingham, S. (2015). Social media for learning. Retrieved 21/4/17, from Social media for learning:

Beckingham, S. (2015a). What is Twitter? Retrieved Dec 12, 2015, from Social Media for Learning:

Budge, K., Lemon, N., & McPherson, M. (2016). Academics who tweet: ‘messy’ identities in academia. Journal of Applied Research in Higher Education, 8 (2).

Carpenter, J., & Krutka, D. (2014). How and why educators use Twitter: A survey of the field. Journal of Research on Technology in Education, 46(4).

Cole, K. (2015). “It’s like she’s eager to be verbally abused”: Twitter, trolls, and (en)gendering disciplinary rhetoric. Feminist Media Studies, 15(2), 356-358.

Darling, E., Shiffman, D., Côté, I., & Drew, J. (2013). The role of Twitter in the life cycle of a scientific publication. Retrieved 4/4/17, from PeerJ Preprints:

Dunlap, J., & Lowenthal, P. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129

Fransman, J. (2013). Researching academic literacy practices around Twitter: performative methods and their onto-ethical implications. In R. Goodfellow , & M. Lea, Literacy in the Digital University: Critical Perspectives on Learning, Scholarship, and Technology (pp. 27-41). London:: Routledge,.

Gallop, N. (2014). Can Twitter transform teachers? Conference Common Room, 51(3), p. 13.

Gerstein, J. (2011). The Use of Twitter for Professional Growth and Development. International Journal on E-Learning, 10(3), 273-276.

Jordan, K. (2014). Academics and their online networks: Exploring the role of academic social networking sites. First Monday, 19(11).

Kimmons, R., & Veletsianos, G. (2014). The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation. Computers & Education, 72, 292-301.

Kop, R. (2010). Using social media to create a place that supports communication. In G. Veletsianos, Emerging Technologies in Distance Education (pp. 269-283). Athabasca: AU Press.

Krutk, D., & Carpenter, J. (2014). Engagement through microblogging: educator professional development via Twitter. Professional Development in Education, 41 (4) 707-728.

Lupton, D. (2014). ‘Feeling Better Connected’: Academics’ Use of Social Media. News & Media Research Centre, University of Canberra. Canberra: University of Canberra.

Marwick, A., & boyd, d. (2010). I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience. New Media Society, XX(X), 1-20

McPherson, M., Budge, K., & Lemon, N. (2015). New practices in doing academic development: Twitter as an informal learning space. International Journal for Academic Development, 20(2), 126-136.

Mollett, A., Moran, D., & Dunleavy, P. (2011). Using Twitter in university research, teaching and impact activities. Retrieved 4/4/17, from LSE Public Policy Group:

Pasquini, L. (2015). Twitter to Enhance Learning & Performance. Retrieved 4/4/17, from Techknowtools:

Pataraia, N., Margaryan, A., Falconer , I., & Littlejohn, A. (2015). How and what do academics learn through their personal networks? Journal of Further and Higher Education, 39(3), 336–357

Pearce, N., Weller, M., Scanlon, E., & Kinsley, S. (2010). Digital Scholarship Considered: How New Technologies Could Transform Academic Work. In education, 16(1). Retrieved 4/4/17 from in education:

Rinaldo, S., Tapp, S., & Laverie, D. (2011, July). Learning by Tweeting: Using Twitter as a Pedagogical Tool. Journal of Marketing Education, 1–11.

Salmon, G., Ross, B., Pechenkina, E., & Chase, A. (2015). The space for social media in structured online learning. Research in Learning Technology, 23.

Skyring, C. (2013). Learning in 140 characters: Microblogging for Professional Learning. Thesis, Queensland University of Technology, Faculty of Education, Brisbane. Retrieved 4/4/17, from

Stewart, B. (2015a). In public: The shifting consequences of Twitter scholarship. Retrieved from Hybrid Pedagogy:

Stewart, B. (2016a). Academic Twitter: The intersection of orality & literacy in scholarship. Retrieved from London School of Economics and Political Science (LSE):

Stewart, B. (2016b). Collapsed publics: Orality, literacy, and vulnerability in academic Twitter. Journal of Applied Social Theory, 1(1), 61-86.

Veletsianos, G. (2012). Higher education scholars’ participation and practices on Twitter. Journal of Computer Assisted Learning, 28(4), 336-349.

Veletsianos, G. (2013). Open practices and identity: Evidence from researchers and educators’ social media participation. British Journal of Educational Technology, 44(3), 639-651.

Veletsianos, G. (2013). Open practices and identity: Evidence from researchers and educators’ social media participation. British Journal of Educational Technology, 44(3), 639-651.

Vigurs, K. (2016). Using Twitter to Tackle Peripherality? Facilitating networked scholarship for part-time doctoral students within and beyond the university. Retrieved from Fusion Journal :

Webster, H. (2014). #10 Ten Days of Twitter . Retrieved March 30, 2015, from Teaching Twitter for Academics:


Social Media Hack

Social Media Hack

Just signed up for this Social Media Hack:

OPEN CALL: A Future Happens Hack – Social Media Connect:Disconnect Tickets, Fri, 5 May 2017 at 12:00 | Eventbrite

“A changehack is a way of engaging with staff, students and the community. A changehack is about making change happen, coming up with the innovative and workable solutions and ideas. Building on the practices of a hack which seek to collectively solve and ‘nut out’ technology problems, a changehack uses similar principles of time-limited engagements, specific rules of participation and a casual but slightly pressured environment of crowdsourcing. A changehack can bring together people into a learning community to collectively solve educational and organisational problems.”

New MOOC about digital literacies for employability #UptakeICT

Dig Lt MooC
Just signed up for this MOOC about digital literacies for employability:

May 2nd, 2017 – May 19th, 2017

The course will run for 3 weeks and focuses on key aspects of online engagement:
◾Week 1 – Digital literacies: living, learning and working online
◾Week 2 – Making connections: participating online
◾Week 3 – Digital identity: looking after your digital footprint


My Amazon Author page

Thanks to David Hopkins I now have a Amazon Author page:


#EdTechRations available now!



Not sure if my contribution made the cut but here is the blurb from the latest book edited by David Hopkins:

“This book is a collection of 40 world leading teachers, academics, influencers, critics and practitioners who have answered the question ‘have you ever walked out the door to go to work, the shops, the gym, etc. and realised you’d forgotten to pick up your smartphone? And then turned around and gone right back for it?’

Have you ever got half-way to work and panicked about how you’d survive the day without the device (or devices) you rely on so heavily (your smartphone, tablet, USB stick, Moleskine notebook, PowerBar charger, etc.)? Do you have a device you don’t mind being without, for a short time, but others you just can’t bear to be apart from?

That is what I mean by ‘emergency rations’ – the stuff you have with you in your life (personal and/or professional) that you would make the effort to go back and get if you’d forgotten it.”

Order your book here

#12AoC 2016 a brief summary



Pre-course survey – results 2016.

1365 registered on the course – 674 completed the Pre-course survey.

Most participants heard about the course either from a friend/colleague (41%) or they received an email about it (35%). This probably indicates that 35% did the course in 2015 as I sent out an email using the 2015 course list. It’s also interesting that such a high proportion were recommended by a friend or colleague.

The gender split was (75%) Female and (23%) Male, (2%) Other. This is was surprising – the majority were teaching staff and women make up 45% of non-professorial academics (THES 13.6.13).

The majority were UK based (79%) but there were significant minorities in Europe (8%) and (9%) in Australasia.

In terms of employment (40%) were lecturers/Teachers, (27%) Librarians and (13%) Learning Technologists.

The biggest age groups were 46-55 yr olds (33%) and 36-45 yr olds (29%).

Most (79%) were expecting to do the course at work.

They were expecting to ‘find out more about apps’ (86%), ‘learn new things’ 84%, or ‘add a fresh perspective at my current work’ (68%).

(75%) had done an online course before.

End of course survey.

107 completed the end of course survey.

(28%) completed the whole course, (68%) took part in some of the course and (6%) didn’t take part in the course. The main reason for not completing the course was lack of time (64%).

In terms of social media (50%) used Twitter on the course – which I thought was a high figure. Also (4%) used Facebook and (5%) Google+.

They were very pleased with the course structure (62%) Very clear and 36%) thought it was Fairly clear. In terms of difficulty no one thought it was ‘Much too advanced’, (8%) ‘a bit too advanced’ and most found it ‘about right’ (82%).

In terms of time: (18%) spent less than 10 minutes a day, about 10 minutes (32%) and 10 to 30 mins (42%).

In terms of the overall experience 23%) thought it was Excellent, 56%) Good and 16%, OK 2% Poor.

(53%) found the examples very useful or somewhat useful (44%).

The top 3 apps that they were most likely to use again were: Kahoot (59%), Book Creator (29%) and Stop Motion Studio (28%)

Discussion Boards: (Total posts) (Total participants)

Give a brief introduction about yourself (709)(247)
Skitch/Sketch Discussion Board (188) (65)
Kahoot! Discussion Board (258) (120)
Stop Motion Studio Discussion Board (52) (25)
Snapchat Discussion Board (51) (29)
Habitica Discussion Board (78) (35)
Book Creator Discussion Board (78) (26)
Voki Discussion Board (41) (26)
The 12 Movies of Christmas (52) (25)
Lensoo Create Discussion Board (130) (49)
Google Cardboard discussion board (45) (17)
Sway discussion board (148) (54)
ThingLink Discussion board (43) (20)
Elfster/end of course (21) (8)

New free course on ‘Technology Outdoors’#DLABErasmus




Helen Caldwell at The University of Northampton is organising a great new course on using mobile learning technologies:

“Technology Outdoors is a flexible online course that you can join in with at a pace and depth that suits you. We will suggest activities and ideas, and encourage you to try them within your teaching. We would like you to leave each week with something new to try out in practice and we will encourage you to share your experiences and swap ideas on our weekly themes within our Google+ community.

There will be a new theme and suggested activities each week:

Technology Outdoors weekly overview:

Week 1 – 1stth May – Creating Trails
Week 2 – 8th May – Art in the Environment
Week 3 – 15th May – Wild Writing
Week 4 – 22nd May – Science Outdoors”

You can sign up for the course here.


‘With a little help from my followers’ Facilitating the #lthechat – #SocMedHE16


Do open online CPD courses have an impact on professional practice?



Just got an email that my proposal for a short presentation at OER17 has been accepted:

This session will describe the process of evaluating an open online CPD course and to what extent the course had an impact on professional practice of the participants. The course was called the ‘12 Apps of Christmas’ and was run on Blackboard’s Open Education platform. The course fully embraced the concept of ‘openness’ and made all the content sharable using a Creative Commons licence. Each day over 12 days the course released a different app that could be used for teaching, learning or research. The app was accompanied with a ten minute activity and participants were encouraged to discuss how they used the apps within the course discussion boards and on social media.

The overall aim of this presentation will be two fold; to describe the mixed method research methodology and to discuss the findings of the research. The evaluation process used an adapted ‘open’ version of the Learning Environment, Learning Processes and Learning Outcomes (LEPO) framework (Phillips 2012). Three months after the course was completed an online survey was sent to participants asking them what impact the course had had on their professional practice as Lecturers, Librarians and Learning technologists working in Higher Education institutions. In addition to the survey 13 semi-structured interviews were conducted over a two months period. The transcripts of the interviews were coded and their findings along with the survey results will be presented in this talk.

The presentations will also address the limitations of the research and discuss the implications and recommendations for running similar open online CPD courses in the future.

Horton, A. and Rowell, C., (2015). The Twelve Apps of Christmas case study [accessed 21/11/2016]. Available from: portfolio/casestudy-12aoc/

Leahy, J. (2014). RUL12AOC Promo [accessed 21/11/2016]. Available from

LILAC, (2015). Credo Digital Award [accessed 21/11/2016]. Available from:

Phillips, R., McNaught, C. & Kennedy, G. 2012. Evaluating E-Learning: Guiding Research and Practice, Taylor & Francis.

Rowell, C. et al, (2016). The Twelve Apps of Christmas 2016 [accessed 21/11/2016].Available from:

Getting published on the ALT Blog


Here are the slides from the ALT Winter Conference presentation ‘Getting published on the ALT Blog’:

A recording of the session can be viewed here: