My proposal for 19th Annual SEDA Conference 2014: Opportunities and challenges for academic development in a post-digital age.



My joint proposal for the SEDA conference in November has been accepted (although there might be some amendments to come):

Name(s) of presenters: Chris Rowell and Helen Webster 

Institution(s): Regent’s University London and Anglia Ruskin University

Address for correspondence:

Inner Circle, Regent’s Park London, NW1 4NS United Kingdom

Tel: 0207 487 770                   Fax:                               E-mail: rowellc@regents.ac.uk

Title of proposal: #10Dot: Evaluation and experience of running an online Twitter Training course. 

Format:      45 minute discussion paper

Session Learning Outcomes

By the end of this session, delegates will be able to:

  • Understand the possibilities of using Twitter to build a personal learning network (PNL) for continuing professional development
  • Appreciate the growing significance and value of PNL’s and value of online Communities of practice
  • Reflect on the challenges inherent in engaging staff in online training.
  • Analyse the different approaches needed when teaching social media to different professional groups (including support staff, academics and students)
  • Run and evaluate the effectiveness of a #10DoT course at their own institution or context.

The session touches on the UK Professional Standards Framework dimensions K4 (the use and value of appropriate learning technologies) A4 (developing effective learning environments and approaches) and also A5 (engagement in continuing professional development).

Session Summary (no more than two sentences)

This session is about:

Following a brief outline of the of the ’10 Days of Twitter’ course this session will describe the experience of running a short online course on Twitter at two different universities Anglia Ruskin University and Regent’s University London. The discussion will focus on the practicalities of setting up the #10DoT course and different ways to evaluate the effectiveness of this type of staff training.

Session Outline (no more than 300 words)

Key issues to be addressed are:

This session explores a format for teaching Twitter as a medium for building a personal learning network and a community for continuing professional development. The #10DoT (Ten Days of Twitter) course was originally outlined at SEDA’s May Conference in the session ‘#10DoT: Building Professional HE Learning Communities and Digital Literacy Through Teaching Twitter’, where participants were encouraged to set up and deliver similar courses at their own institution.

“The course addressed several levels of digital literacy relevant to Higher Education, from basic technical skills to the principles of digital identity creation, information management and developing a a participatory, ‘open’ approach. It also built on some of the strategies developed by MOOCs to create a format which would be convenient for busy participants (ten minutes a day over ten days) but also result in the real time creation of a rich peer learning community which intersects with existing professional communities online and draws on open learning principles, thus embedding it in an authentic context”.

The #10DoT course is a good example of innovative practice which takes advantage of new and emerging technologies. We will look at two different versions of the #10DoT online course. The Anglia Ruskin version of the course was tailored for different groups within the university, research students, librarians, learning developers and academics. The Regent’s University version was a university wide initiative incorporating both academics and professional support staff. The discussion will focus on the practicalities of setting up the #10DoT course and different ways to evaluate the effectiveness of this type of staff training.

We will also consider how Academic Developers and Learning Technologists can build appropriate collaborations both within and outside of the university to increase their own personal profile as an academic and as a member of the professional support staff

Session Activities and Approximate Timings (not applicable to posters and Pecha Kucha)

Please provide an indication of how the session will be structured and how activities and discussion will be facilitated. For discussion papers please include a few indicative questions which will focus the discussion element.

  • 5 Mins presentation: Introduction and overview of the #10DoT format, and how it was developed.
  • 20 mins Presentation: Two 10 minute presentations describing and evaluating the Anglia Ruskin University and Regent’s University London experience of running the #10DoT course.
  • 15 Minute discussion of the issues with the following as questions:

Does your institution need such a course?

How do we evaluate such a course?

What impact will this have?

  • 5 mins Plenary 


Key texts mentioned in the outline, please use the Harvard referencing system.

Meyers, E., Erickson, I. and Small, R.V. (2013). ‘Digital Literacy and Informal Learning Environments: An introduction’. Learning, Media And Technology 38:4, 355-367.

Weller, Martin (2011). The Digital Scholar: How Technology is Transforming Scholarly Practice. London and New York: Bloomsbury.

Greenhow, C and Gleason B. (2012) Twitteracy: Tweeting as a New Literacy Practice in The Educational Forum, (76). pp, 463-477.

#ARU10DoT Ten Days of Twitter for Anglia Ruskin University http://aru10dot.wordpress.com/ (Accessed: 2nd May 2014

#RUL Ten Days of Twitter for Regent’s University London http://regents10dot.wordpress.com/ (Accessed: 2nd May 2014)