Using Twitter to promote research


A couple of a days ago I tweeted out a link to an excellent article produced by Lawrie Phipps and Donna Lanclos (Trust, Innovation and Risk: a contextual inquiry into teaching practices and the implications for the use of technology) and I just had a look at the ‘tweet Activity’ stats that Twitter generates:

Tweet activity

As you can see from the screenshot above there where 2221 impressions in three days. Twitter impressions are the number of times a tweet shows up on someones timeline. It doesn’t necessarily mean someone has read the tweet but it is an indicator that something is happening. Also the level of engagements shows the total number of times a user interacted with the tweet, including likes, retweets, replys, and clicks on username or profiles. Ok so this tweet hasn’t gone viral but you can see its had some sort of impact.

Increasing there seems to be a growing body of research literature based on the impact Twitter can have on disseminating research.

Rowlands et al (2011) early study showed that the use of social media (and Twitter in particular) was being used by researchers to identify research opportunities and promote their research. Darling et al (2013) looked in more detail at how Twitter can be used to generate ideas for a scientific publication, how it can influence the editing and writing up of the manuscript and then publicising of the article. It also looks at the pros and cons of this process.
Researchers have also argued that attending to alternative metrics, such as examining references to the scholarly literature in Tweets, can extend scholars’ impact beyond citations in peer-reviewed journals (Priem & Hemminger, 2010). For instance, some have found that the frequency of article mentions via Twitter appears to correlate with subsequent downloads and citations (Shuai, Pepe, & Bollen, 2012; Thelwall, Haustein, Larivière, & Sugimoto, 2013), although the correlation between Tweets and citations in all fields is unclear (Haustein, Peters, Sugimoto, Thelwall, & Larivière, 2013) and in some cases appears to be weakly associated (de Winter, 2014).


Rowlands, I., Nicholas, D., Russell, B., Canty, N., & Watkinson, A. (2011). Social media use in the research workflow. Learned Publishing, 24(3), 183–195.

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:

Will need to add further reference when I have time…


*VIDEO* Approaches to online assessment in Moodle


This short video focuses on using Moodle and Turnitn rubrics:

#OER19 conference programme



I’ve received an email from Martin Hawksey at ALT announcing the Open Education Resources 2019 conference programme. My session is on Wednesday and overall it looks like there will be alot of interesting sessions to go to:

oer19 prog

Full details of the OER19 conference programme

testing embed code

*NEW* CRIT is now on Twitter


Interested in all things to do with education at London South Bank University? Then starts following CRIT’s Twitter @lsbu_crit:

crit twitter

Webinars on Digital Enhanced Learning @LSBU.



These webinars will be of interest to all teaching staff at LSBU. Each webinar will consist of presentation that will last between 20 and 30 minutes and then there will short time for questions by the participants.

The webinars take place on Wednesdays from 1:00 to 2:00 pm.

The following links will take you to ‘My Workplace’ where you can book a webinar:

What’s new in Moodle.

This webinar highlights the new features and functionality of the upgraded Moodle platform. It covers the basic of the new user interface and will give an overview of the new feature.



Getting Moodle ready for next semester – Moodle Setup.

Make an early start on preparing your module for the new semester. We will guide you through the process of ‘copying’ over content into the new semester module and making sure your Moodle module achieves the DEL Baseline.




Anonymous Marking in Moodle.

Anonymous marking in Moodle allows you to grade student’s work without seeing any identifiable student information. This webinar will show you how to set up the anonymous marking settings in Moodle and highlight some of the common issues related to this type of marking.


Check your assignments are ready for submission.

Are you sure that you have the correct settings when you set up your assignment in Moodle? This webinar will give a short demonstration of the recommended settings to use for both Moodle and Turnitin.


Approaches to providing electronic feedback.

The main aim of this webinar is to look at two tools in Moodle that can improve the consistency and reliability of your assignment feedback, Rubrics and Marking Guides. The webinar will show you how to set them up and then use them to give improved feedback to your students.



Moodle Site Health Check (Moodle self-audit and reporting).

Do you know what information or content you need to put into your Moodle module? This webinar will introduce you to LSBU’s Digital Enhanced Learning (DEL) Baseline and show you how to self-audit your own modules in Moodle.


For further details or if you have any further questions or would like to suggest another topic please contact Chris Rowell

Webinar: Moodle site health check


recording of wbinar:

Social Media in Higher Education conference #SocMedHE18


Slides for my presentation at #SocMedHE18:


Moodle webinars 2019 @lsbu


New flyer for next semester:

Moodle webinar poster 2019