UCISA – Spotlight on Digital Capabilities conference slides


Slides for my presentation at the UCISA Spotlight on Digital Literacies conference Weds 24th May

UCISA Programme

Join the Twalk at Regent’s University London #SIGCLANS


Join the Twalk

Wednesday 31st May 2017 – 1 to 2pm

The aim of a walk is to experience a different conversational space around a set of landmarks. The walk will last one hour.

The Twalk will happen at Regent’s University London, but it will also happen on other university campuses at the same time. We will walk, talk and post together.

At our event we will stroll around the Regent’s University Campus campus as a group strictly following the schedule. Other groups located at other universities will be doing a similar walk on their own campus and engage via Twitter using #SIGCLANs to respond to each Viewpoint topic during the walk.

Viewpoints – ‘pause places’ where we can have discussions relating to our theme. Each Viewpoint creates an opportunity to discuss a new topic inspired by our current location. The walk leader will pose the new question and in small groups we will discuss, snap, tweet and walk.

Don’t stay long at a Viewpoint – long enough to ask the question and begin your small group discussions. But move on!

People will take photographs, and discuss the topic as they walk in pairs to the next Viewpoint. Everyone – Don’t forget to Tweet!

Wherever you are Twalk! : Snap! Chat! Tweet and Walk!

Itinerary: Places to Visit and Viewpoint Topics

There are 5 places, 5 Topics, just 1 hour.

The Twalk is open only to members of staff at Regent’s University London.

Time Place Rm # or Name Topics

Discuss, photograph and tweet on the following topics

13.00 Meet at reception – main entrance Are you ready? Tweet group selfies and say “Hi” #SIGCLANS
13:05 Refectory T1 What is the value of informal meeting spaces like cafes for today’s learner?

What other good meeting spaces do we build into our campuses? What are their qualities?Where do students do group work?For Topic 1 (T1), answer A1 #SIGCLANS [your answer…]

13:10 ICT 2 – Jebb basement T2 How fit for purpose is the traditional PC Lab? How are they used, who by, and when?For Topic 2 (T1), answer A2 #SIGCLANS [your answer…]
13:20 Library – Jebb 1st Floor T3 Where do our students ‘feel at home’ on campus and amongst friends? What do they do on campus? How does it promote their sense of belonging?

(see Oldenburg, R. (1989). The great good place: Cafés, coffee shops, community centers, beauty parlors, general stores, bars, hangouts, and how they get you through the day. New York: Paragon House.)For Topic 3 (T1), answer A3 #SIGCLANS [your answer…]

13:30 H242 T4 What do today’s classrooms look like? What does flexible mean and is flexible desirable?For Topic 4 (T1), answer A4 #SIGCLANS [your answer…]
13:45 H243 T5 Is it time to rethink the need for ‘teaching walls?’ and lecterns? How do you define an Active Learning Classroom? we support staff to move from the teaching wall to the middle of the room? What is the role of technology in the room?For Topic 5 (T1), answer A5 #SIGCLANS [your answer…]
13:55 End Wave Goodbye! Final thoughts to #SIGCLANS

#futurehappens – the shape and things to come


Social Media Hack

Last Friday I attended a #FuturesHappens Hack at the LSE organised by Peter Byant, Dave White and Donna Lanclos. I originally saw the event advertised on Twitter some time ago and immediately signed up for it as I have an interest in different ways Social Media can be used in education. To be honest I wasn’t really sure what a ‘Hack’ is so I was intrigued as to what the event would involve.

The event started with food which is always a good move and then the organisers introduced the how the hack would work. Basically a hack is getting everyone together to brainstorm questions, issues and possible solutions on a specific topic. I was impressed with the level of organisation of the hack. We were quickly put into groups and and then had fours hacks to discuss – the groups were changed for each hack and we captured our discussions using a collaborative Google Docs form.

There were some clear ground rules established at the start of the hack and we were given a simple definition of what social media meant in terms of our discussion:

For the purposes of this hack, we define social media as being digital platforms that allow the creating and sharing of information, ideas, and other forms of expression related to identity in forms visible to others. These platforms provide the potential for connections, dialogue and discourse through online communities and networks.

Also before we started our discussions Bonnie Stewart joined us via Skype from Canada and gave us a short presentation on issues to do with social media and online professional identity. She has talked about these issues elsewhere – where she has highlighted the issues relating to personal/professional identity especially for academics working in the field.

Once we got into our groups we were given our first question and asked to come up with two principles that would help us to answer this question. I didn’t take any notes at the time so this summary is a bit sketchy!

Hack 1 – How can social media practices help us to:

After our introductions we started off our discussion by trying to discuss what we meant by our online identity. We didn’t really come up with any clear definitions but roughly it was how were seen by others in an online environment. It is clear that we all have multiple identities now especially when using social media (our identity on LinkedIn is often very different from our Twitter or Facebook personas) but this is also true for our real lives too. We came up with at least two principles; 1. Staff and students have the right to privacy using social media – its up to them what they disclose. 2. Social Media has the potential to create useful collaborative learning spaces.

Hack 2 – How can social media practices help:

Here there was a consensus that social media can create a greater diversity of conversation – as we can go beyond the classroom walls. Again we agreed on two principles; 1. Social media can cross disciples, continents and even different cultural backgrounds. 2. Social Media can give us a space to reflect before we make contributions – which we cannot always do in a F2F situation

Then the organisers gave our table a ‘Challenge – Social media creates echo chambers of like opinions’ to discuss

We discussed a number of points here. Echo chambers not necessarily negative – sometimes there is a reason why we all agree!

Hack 3 – how can social media practices help: Defining and understanding authenticity – Generating and sharing creativity

Our discussion here focused on that social media can expand the room for discussion and opens up constrictions of the traditional educational environment. We also agreed that social media can increase levels of creativity because it encourages greater diversity of opinion(potentially) – Wikipedia was given as a good example of this.

Hack 4 – Have the principles we have developed helped? What additional things can we do?

The final hack was a bit more open ended. Because our earlier discussions had looked at the positive aspects of social media we discussed the more negative issues such as online sexism and bullying that can happen

This final part of the day was for us to think about what we could take from the day’s event back into our institution. It certainly got me thinking about my own practice. For me personally I thought Bonnie’s Skype talk about digital identity was the most interesting part of the day. I have now proposed and been accepted to do a workshop on Social Media and Online Identity at our own Teaching and Learning Conference here at Regent’s. It would be great to do our own mini-hack too but this might have to wait for the time being.

Also worth reading is Andrew Middleton’s blog post on the hack, Dave White’s summary and Peter Bryant’s post here

Finally thanks to the organisers of the hack for a thought provoking event about the shapes and things to come regarding social media and education.








Online digital identity


Digital Identity

I’m just starting out to look at the issues related to online digital identity. Thanks to Zoetanya Sujon for these recommendations:

Baym N.K.(2015) Personal connections in the digital age. Polity press.

Buckingham, D. (2008) Youth, identity, and digital media. MIT Press.

Poletti, A & Rak, J. (2014). Identity Technologies, Constructing the self online. Available at https://books.google.co.uk/books?hl=en&lr=&id=K_phAgAAQBAJ&oi=fnd&pg=PR5&dq=digital+identity&ots=IG6G_6D2cZ&sig=J3pJgIA_UDPpnutHrFEG1Hvu7Qc#v=onepage&q=digital%20identity&f=false

Online Harassment, Digital Abuse. Available at https://datasociety.net/blog/2017/01/18/online-harassment-digital-abuse/

Whato do if your blog or website is cloned. Available at https://pigeonpairandme.com/2017/05/what-to-do-if-your-blog-or-website-is-cloned.html

LS Blog posts on Digital Scholarship. Available at : http://blogs.lse.ac.uk/impactofsocialsciences/category/digital-scholarship/

Jordan, K. (2006) Digital scholarship and the social network site: How academics conceptualise their networks on academic social network sites and Twitter. Available at https://spir.aoir.org/index.php/spir/article/view/1188

Barrister hits out over sexist comment on her LinkedIn photo by legal expert. Available at https://www.theguardian.com/law/2015/sep/08/charlotte-proudman-alexander-carter-silk-linkedin-photo-comment-law-firms

Also thanks to Aras for his recommendation:

Bozkurt, A & Tu, C. (2016) Digital identity formation:socially being real and present on digital networks. Avaiable at https://goo.gl/OJ4EPP

Can anyone else suggest any useful articles/blogs that might be useful? If so, please leave a comment.

Emergency Rations #EdTechRations



TitleEmergency Rations #EdTechRations: What’s so important we can’t leave it at home?
Editor: David Hopkins
Word count: 50,000
eBook: £4.93 / $6.00 / €5.68
Paperback: £17.50 / $22.50 / €21.00
Publish date: March 2017
Available: Paper and Kindle editions are available March, 2017.

“What’s so important we can’t leave it at home?”

This book is a collection of 43 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.

What kit do we carry around with us, as teachers, academics, Learning Technologists, Instructional Designers, managers, administrators, thought leaders, change-agents, etc.? What eventualities do we perceive are going to come our way?

As our lives get more digital and our devices get more diverse and hungry for power, we need to stay connected, topped-up, plugged in or just simply want to prepare for that day when faced with our audience, standing at the lectern and panicking because there is a VGA input taunting you, reminding you that you forgot to ask “I’ll be presenting from my tablet … is that OK?”

This book is available to download under a Creative Commons licence (BY-NC-SA 4.0). Further details on how Creative Commons license works on copyrighted materials has been written by Andrés Guadamuz: Publishing a commercial book with Creative Commons:


Please consider supporting the project, if you like this free copy, by purchasing a paperback copy for your bookshelf or a Kindle edition. These are available from Amazon or CreateSpace (indie publisher), depending on which org you’d like to get their cut.

If you wish to share details of the book for others, please link to David Hopkins blog – http://www.dontwasteyourtime.co.uk/books/edtechrations/ .


Networked Pedagogy with Bonnie Stewart

Bonnie Stewart Podcast

Came across this interview with Bonnie Stewart today and thought it worth sharing…. where she talks about the question, ‘is there a personal/professional divide?’. This is an issue that comes up time and time again in discussions with HE lecturers especially around the use of social media.


Useful articles on Online Discussion Forums



Today I had a useful discussion with my colleague Oliver Sterland about online discussion forums. Here are some useful articles I’ve use in the past:

Alexander, M. E., Commander, N., Greenberg, D., & Ward, T. 2010. Using the four-questions technique to enhance critical thinking in online discussions. . Journal of Online Learning and Teaching,, 6, 409-415.

Arend, B. 2009. Encouraging critical thinking in online threaded discussions. The Journal of Educators Online, 6, 1-23.

Bai, H. 2009. Facilitating students’ critical thinking in online discussions: An instructor’s experience. Journal of Interactive Online Learning,, 8, 156-164

Bowden, R. 2012. Online graduate education: Developing scholars through asynchronous discussion. International Journal of Teaching and Learning in Higher Education, 24, 52-64.

Darabi, A. & & Jin, L. 2013. Improving the quality of online discussion: The effects of strategies design based on cognitive load theory principles. Distance Education,, 34

Darabi, A., Arrastia, M. C., Nelson, D. W., Cornille, T. & & Lang, X. 2011. Cognitive presence in asynchronous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27, 216-227.

DeWitt, D., et al 2014. Interactions in online forums: a case study among first year undergraduate students. Frontiers in Education (FE), 2, 6-13.

Dietz-Uhler, B. & & Lanter, J. R. 2009. Using the four-questions technique to enhance learning. . Teaching of Psychology, 36, 38-41.

Kanuka, H., Rourke, L. & & Laflamme, E. 2007. The influence of instructional methods on the quality of online discussion. . British Journal of Educational Technology, 38, 260-271

Klisc, C., McGill, T., & Hobbs, V. 2009. The effect of assessment on the outcomes of asynchronous online discussion as perceived by instructors. Australasian Journal of Educational Technology, 25, 666-682

Schellens, T. & &Valcke, M. 2006. Fostering knowledge construction in university students through asynchronous discussion groups. Computer and Education, 46, 249-370.

Schindler, L. A. & & Burkholder, G. J. 2014. Instructional design and facilitation approaches that promote critical thinking in asynchronous online discussions: A review of the literature. Higher Learning Research Communications, 4.

Spatariu, A. W., D. 2013. Factors that influence the quality of online discussions. In: Marks, T. B. G. (ed.) Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013. Chesapeake, VA: AACE

Weil, S., McGuigan, N. & & Kern, T. 2011. The usage of an online discussion forum for the facilitation of case-based learning in an intermediate accounting course: a New Zealand case [Online]. Available: http://www.tandfonline.com/doi/abs/10.1080/02680513.2011.611685 [Accessed 17.1.17.


Twitter ..some useful articles



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

Brief glossary of twitter terms, top tips on getting the most out of Twitter and the ‘power of ReTweeting’.

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.

Costello E., Brown M., Nair B., Nic Giolla Mhichíl M., Zhang J., Lynn T. (2017) #MOOC Friends and Followers: An Analysis of Twitter Hashtag Networks. In: Delgado Kloos C., Jermann P., Pérez-Sanagustín M., Seaton D., White S. (eds) Digital Education: Out to the World and Back to the Campus. EMOOCs 2017. Lecture Notes in Computer Science, vol 10254. Springer, Cham

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: https://peerj.com/preprints/16/

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: http://blogs.lse.ac.uk/impactofsocialsciences/files/2011/11/PublishedTwitter_Guide_Sept_2011.pdf

Pasquini, L. (2015). Twitter to Enhance Learning & Performance. Retrieved 4/4/17, from Techknowtools: https://techknowtools.wordpress.com/2015/04/09/twitter-learning-performance/

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: http://ineducation.ca/ineducation/article/view/44

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 http://eprints.qut.edu.au/65854/1/Carol_Skyring_Thesis.pdf

Stewart, B. (2015a). In public: The shifting consequences of Twitter scholarship. Retrieved from Hybrid Pedagogy: http://www.digitalpedagogylab.com/hybridped/in-public-the-shiftingconsequences-of-twitter-scholarship

Stewart, B. (2016a). Academic Twitter: The intersection of orality & literacy in scholarship. Retrieved from London School of Economics and Political Science (LSE): https://youtu.be/e4RSaG2iVKk

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 : http://www.fusion-journal.com/usingtwitter-to-tackle-peripherality-facilitating-networked-scholarship-for-parttime-doctoral-students-within-and-beyond-the-university/

Webster, H. (2014). #10 Ten Days of Twitter . Retrieved March 30, 2015, from Teaching Twitter for Academics: https://10daysoftwitter.wordpress.com/2014/07/01/10dot-is-one-year-old/


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