Massive thank you to our #LTHEchat organising group

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Dr Chris Jobling @cpjobling

We would like to take this opportunity to thank our recent #LTHEchat organising team, Dr Chris Jobling, Kate Soper and Debbie Baff for all their hard work and commitment to the #LTHEchat community and for organising a wide range of interesting and thought provoking tweetchats in collaboration with many guests from different institutions and countries over the last few months.

Kate Soper

Kate Soper @katesoper

We hope that this experience has been valuable for the team as well and will lead to new adventures and collaborations.

The interest in the #LTHEchat has been sustained and grown this year and we are very pleased that so many continue engaging with such passion and further professional relationships and collaborations are emerging also as a result of this.

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Debbie Baff @debbaff

As the #LTHEchat is a community led initiative, we are reaching out again to identify volunteers to become members of the next organising team in the new academic year. If this could be you, please fill out this short form here 

We would like to have a team in place by the end of July so that planning for the next year can start and hope this will be possible. 

Thank you also to the two previous organising teams this year (Dr Stephen Powell, Ian Tindall, Dr Chris Jobling and Dr Jenny Fisher, Neil Withnell and Chris Rowell), all our excellent guests and all of you who have embraced the #LTHEchat and participated this year as well as our partner #HEAchat for their collaboration and bringing two vibrant and energetic communities together.

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image source here

We wish you all a great summer and see you again soon.

The #LTHEchat steering group
ps: As already indicated there might be ocassional tweetchats running during the summer months😉

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EXTRA #LTHEchat No. 60: What do we know about the experiences of online learners? with @helenbeetham and @loumcgill

We are very excited to announce that on Wednesday 13th July we will be hosting a ‘Summer EXTRA #LTHEchat’ led by guests Helen Beetham and Lou McGill.

This #LTHEchat follows a week of activities and explorations with online learners. #OLsuccess (4-10 July 2016) and is part of a Jisc-funded study being undertaken by Lou McGill and Helen Beetham. After an extensive review of the literature, the study team set out to ask online learners themselves what helps them to succeed. You can prepare for the chat by consulting: emergent findings of the literature review on SlideShare; details of #OLsuccess on the blog and discussion forum, and more about the project on the digital student blog. You can also search for the #OLsuccess tag on twitter and storify. Or you can just join in and share your thoughts.

Helen BeethamHelen Beetham is a writer, researcher and adviser on e-learning issues. As a long-standing consultant to the Jisc e-learning programme, she has written influential reports on e-portfolios, digital literacy, open education and digital organisations. Helen was a member of the UK Government’s Beyond Current Horizons programme on educational futures and has led futures thinking initiatives for a number of global universities and national bodies. Most recently she has completed a year-long study on the expectations and experiences of today’s ‘digital students’ and designed a digital capabilities framework for use across education sectors. Helen’s co-authored volumes Rethinking Pedagogy for a Digital Age and Rethinking Learning for a Digital Age (both Routledge) are standard texts on PGCert and Masters courses in Education. Tweets @helenbeetham. Blogs (currently) at digitalstudent/jiscinvolve.org and digitalcapability.jiscinvolve.org.

loumcgillLou McGill is an independent researcher and writer on learning technology. Lou has worked with several Higher Education institutions as well as bodies such as Jisc, Jisc Cetis and has carried out research studies and large scale projects on a range of issues including: the impact of information and communication technologies on learning and teaching; learning literacies (digital capabilities) of students and staff ; cultural and organisational issues affecting institutions, individuals and communities involved in learning and teaching; development, management and use of digital content; online learning, open education, open badging and OER. Lou’s website is available at http://loumcgill.co.uk/

The Storify is here: https://storify.com/LTHEchat/lthechat-60

A TAGSExplorer and searchable TAGS archive for the chat is also available.

If you are reflecting on this specific #LTHEchat please share your post with us so that we can reblog.

If you participated/are participating in any way in the #LTHEchat, please complete our short survey and let us know if you have other suggestions on how we could make the #LTHEchat more valuable for you. Thank you.

See you on Wednesday the 13th of July, same time, same place😉 – 8-9PM (GMT+1) #LTHEchat

The LTHEchat steering group

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#LTHEChat 59: Essay mills and academic verification: The sky is falling. The sky is falling! With Dr. Mike Reddy, @doctormikereddy

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Dr. Mike Reddy (@doctormikereddy)

Dr. Mike Reddy is a Fellow of the RSA, Senior Fellow of the HEA, and a member of the Independent Expert Advisory Board for iParadigms Europe. He has been responsible for oversight of plagiarism detection and prevention in the UK since 2000, when he was appointed to the steering committee for the JISC Electronic Plagiarism Detection Pilot, where he advocated a wider response than just investigating software solutions, and a student-focused perspective on prevention, rather than detection and penalty.

He is a Senior Lecturer at the University of South Wales, where he teaches on the BSc Computer Games Development, and his research covers a range of topics from Computer Games for Learning and the Social Impact of Technology on Society. Mike has been consulted by the EPSRC, the GMC, the Media, and in criminal cases over the issue of plagiarism and intellectual property. He has also taken on advocacy work for students, lecturers and private individuals in cases of alleged academic misconduct.

Mike is a keen advocate of innovation in assessment, putting his money where his mouth is, with his emphasis on collaboration and process, rather than collusion avoidance and product. While he recognises assessment4learning is not perfect, even the failures (some spectacular) have been a learning experience for both lecturer and students.

He claims to be “an awful academic”, far more interested in the playing and the doing of life than the writing and reviewing, although he is active in several conference and journal editorial boards. Perhaps for that reason has been instrumental in raising debate over 21st century pedagogy and teaching practices in the UK, reprioritizing learning and reminding us that education is something you do for/with students, not at them.

Essay Mills and Academic Verification

Essay banks/mills and ‘commissioned essays’ are not a new phenomena; , the ‘verification’ of academic input has always been a concern. However, in an increasingly digital academic world, where the success of detection software could be argued to have ‘deskilled’ lecturers in focusing attention on direct lexical copying, the mainstream media have recently begun a more active campaign in presenting this so called ‘undetectable’ threat as an evolutionary predator/prey response to the originality report and Google search. This view seems to be shared by some leaders in academic integrity, who have advocated a legislative response, based solely upon litigation, rather than reflecting upon our pedagogy and practice. Wherever you are, I hope you can join #LTHEchat 59 to debate the challenges that ‘academic verification’ poses to future assessment practice, and whether the sky really is falling.

The Storify will be made available here: 

https://storify.com/LTHEchat/lthechat-59-essay-mills-and-academic-verification-

If you are reflecting on this specific #LTHEchat please share your post with us so that we can reblog.

If you participated/are participating in any way in the #LTHEchat, please complete our short survey and let us know if you have other suggestions on how we could make the #LTHEchat more valuable for you. Thank you.

See you Wednesday, same time, same place😉 – 8-9PM (GMT+1) #LTHEchat

The LTHEchat team

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#LTHEChat 58: Distance Learning with Simon Horrocks (@horrocks_simon)

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Simon Horrocks (@horrocks_simon)

Simon Horrocks is Assistant Director (Development, Learning and Teaching) at the Open University in Wales.  He is responsible for the support provided to the OU students in Wales and also the University’s postgraduate education students who are distributed around the world.  

Simon is @OUCymru’s lead for engagement on student experience matters with the Welsh Government, HEFCW and the Coleg Cymraeg Cenedlaethol.

In a past life, Simon was an academic in Film and Media Studies, specialising in South-East Asian cinema and popular music culture.

 

Distance Learning

Distance learning is not a new phenomenon but it has developed rapidly in the age of the Internet. More and more universities are exploring the opportunities that distance learning presents for reaching a wider range of students in the UK and internationally but this poses a number of questions, not least how pedagogy needs to be adapted to support a distributed body of learners. Wherever you are, I hope you can join #LTHEchat 58 to explore the opportunities and challenges of distance learning.

The Storify: https://storify.com/LTHEchat/lthechat-57629476cd8e8c523eda4a36

If you are reflecting on this specific #LTHEchat please share your post with us so that we can reblog.

If you participated/are participating in any way in the #LTHEchat, please complete our short survey and let us know if you have other suggestions on how we could make the #LTHEchat more valuable for you. Thank you.

See you Wednesday, same time, same place😉 – 8-9PM (GMT+1) #LTHEchat

The LTHEchat team

 

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#LTHEChat 57: Open CPD with Chris Rowell @chri5rowell

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Chris Rowell @Chri5rowell

Hi my name is Chris Rowell and I am a Deputy Learning Technology Manager at Regent’s University in London. Previously I was a Lecturer in Economics (1990- 2005) and a Lecturer in Education (2005-2010) at the University Centre Croydon.

My first degree (BA Hons) is in Economics. I have a PGCE  and I also have two MA’s in Development Studies and Education (eLearning). More recently I have completed Prince2 training for project management. Currently I am doing a Doctorate in Education at the Institute of Education, UCL.

My research interests are all things to do with Technology Enhanced Learning (TEL). More specifically the evaluation of TEL by both staff and students in Higher Education.

I am an assistant editor of the Association for Learning Technology’s (ALT)  newsletter. Previously I have been a  member of the Staff and Educational Development Association’s (SEDA) National Executive (2015-10)  and Conference Committee (2010-1015) and founding member SEDA’s Special Interest Group on Technology-Enhanced Practice. I am also a Certified Member of the Association for Learning Technology (CMALT).

I live in Camberwell and I’m interested in things to do with cycling, photography, travel, politics and London.

https://totallyrewired.wordpress.com/

@chri5rowell

Open CPD

Advances in learning technology in the last few years have meant that Continuing Professional Development (CPD) courses and events can now be shared across and beyond the education sector. Recent examples with a vocational focus have been the ‘Blended Learning Essentials’ and the ‘Embedding Practice’ courses run by Leeds University in collaboration with UCL and ALT on the Futurelearn platform. There are other examples from the HE sector such as the BYOD course, The 10 Days of Twitter, The 12 Apps of Christmas and events like this one, the .

The possibility that HEIs can open up their CPD courses/events has potential advantages to both the host institutions and the participant joining the CPD activity. ‘Bite sized’ CPD courses can be delivered online which enables busy lecturers to participate when they have the time and energy. Courses and events can also be adapted and reinvented to the needs of the specific institution if the content is shared using a Creative Commons licence. The breadth of experiences, insights and perspectives these open CPD courses/events generate enriches the conversation and discussion around education issues and has enabled collaborative learning communities across institutions, subjects and even geographical spaces.

This week’s Twitter chat will discuss how staff training can been done differently in an ‘open’ learning environment, exploring the pros and cons of open CPD and what impact this has on the student’s learning experience.

 Storify for Open CPD: https://storify.com/LTHEchat/lthechat-57-open-cpd-with-chris-rowell

If you are reflecting on this specific #LTHEchat please share your post with us so that we can reblog.

If you participated/are participating in any way in the #LTHEchat, please complete our short survey and let us know if you have other suggestions on how we could make the #LTHEchat more valuable for you. Thank you.

See you Wednesday, same time, same place😉 – 8-9PM (GMT+1) #LTHEchat

The LTHEchat team

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#LTHEChat 56: Innovative Pedagogy in Higher Education, with Prof. Ale Armellini (@alejandroa)

Armellini Ale headshot

Armellini Ale @alejandroa

Professor Alejandro Armellini is the Director of the Institute of Learning and Teaching in Higher Education at the University of Northampton. The mission of the Institute is to enable transformational learning experiences through inspirational teaching. Ale’s key role is to provide leadership in the area of learning and teaching across all schools and services.

Ale has extensive international teaching and programme development experience across different education sectors. Over the years, he has used, researched and refined the structured CAIeRO process (elsewhere known as Carpe Diem) and other evidence-based design-for-learning interventions to promote positive change in HE provision across modes of study. Teams under his leadership have researched the application of learning technologies in diverse academic settings. His PhD tutees research specific areas in the field of educational technology, pedagogy, openness and innovation. He is active in consultancy work globally.

During this week’s chat, Ale will be exploring innovative pedagogy in Higher Education.

Storify: https://storify.com/LTHEchat/lthechat-56 

If you are reflecting on this specific #LTHEchat please share your post with us so that we can reblog.

If you participated/are participating in any way in the #LTHEchat, please complete our short survey and let us know if you have other suggestions on how we could make the #LTHEchat more valuable for you. Thank you.

See you Wednesday, same time, same place – 8-9PM BST #LTHEchat

The LTHEchat team

 

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#LTHEchat and #HEAchat with Dr Kate Cuthbert. @cuthbert_kate. New to Teaching – What makes for a successful entry into HE teaching?

Its back on the 25th May – the #HEAchat and the #LTHEchat combo!

Both hashtags will be used during this discussion.

Winston Mills-Compton teaches a class in mathematics at the Mfantsipim Boys School in Cape Coast, Ghana, June 20, 2006. Mfantsipim is one of the oldest schools in Cape Coast, a town that prides itself as the academic center of the country. UN Secretary General Kofi Annan is one of the school's alumni. (Photo by Jonathan Ernst)

Photo by Jonathan Ernst World Bank Photo CollectionCC-BY-NC.

We are not going all Judy Blume on you by asking what your first time was like…..but this tweet chat will focus on the new to teaching HE experience.

After you’ve read Kate Cuthbert’s blog post New to teaching – What makes for a successful entry into HE teaching? you may wish to reflect on your own early days as an academic; or perhaps you are supporting individuals making the jump to academia; or you could even be right in the middle of your own “new to teaching time.” Whatever your circumstances it would be great if you could join Kate, who will lead the fourth joint  on 25th May 2016 20.00 BST, and share your thoughts on what new to teaching looks like across the disciplines and how individuals can be best supported in learning the ropes.

If you would like to join a future organising team, please get in touch with us via LTHE.tweetchat@gmail.com.

 

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#LTHEChat 55 : Bilingual German/English May 18th – Opening-up HE for non-traditional students, Martina Emke (@martinaemke)

#LTHEChat 55: Die Öffnung der Hochschulen für nicht-traditionelle Studierende, Martina Emke (@martinaemke)

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Martina Emke @martinaemke

Who are non-traditional students? According to a 2015 report by the National Center for Education Statistics (NCSC) there is no clear definition. However, there seem to be some characteristics that many non-traditional students (NTS) share: NTS often study part-time, work full-time and have dependents. Another common factor seems to be that for many NTS the support of university staff and the institution, to help increase their confidence in learning and address practical and personal issues, is crucial for their success at university study (Field, Merrill & West, 2012).

NTS already possess professional knowledge and work experience which influence their attitude towards studying. Research suggests that they are interested in applying knowledge and that they are determined and committed to learning and studying because they have clear goals, which are often connected to pursuing a professional career (Johnson & Merrill, 2004). However, this does not mean that NTS see learning as primarily instrumental, as NTS are a heterogeneous group and views on learning differ. Rather, it means that these students expect that the knowledge, skills and experiences they bring to university are recognised and can be integrated into their studies. But how well are universities, lecturers and teachers really prepared to meet the needs and expectations of NTS?

Pedagogies and course offerings that support self-directed and social learning, possibly in blended-learning contexts, could be very helpful in addressing the needs of NTS, help strengthen learner motivation and improve student retention. This #LTHEchat will discuss ways to facilitate learning for NTS which take account of the students’ previously acquired knowledge and skills through formal and informal learning, their lived experience and their need to balance studying with work and life. Come and join us on Wednesday, 18 May at 8 p.m. BST on Twitter!

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Multitasking” (CC BY-NC-ND 2.0) by foreverdigital

Wer gehört zu den nicht-traditionellen Studierenden? Laut einem Bericht des National Center for Education Statistics (NCSC) aus dem Jahr 2015 gibt es dazu keine klare Definition. Allerdings scheint es einige Merkmale zu geben, die viele nicht-traditionelle Studierende (NTS) teilen: NTS studieren oft in Teilzeit, arbeiten Vollzeit und haben Familienangehörige. Ein weiteres gemeinsames Merkmal scheint darin zu bestehen, dass die Unterstützung von Hochschulmitarbeitenden und der Hochschule zur Stärkung des Selbstvertrauens der Lernenden und bei praktischen und persönlichen Fragen entscheidend für den Studienerfolg von vielen NTS ist (Field, Merrill & West, 2012).

NTS besitzen bereits ein berufliches Wissen und Berufserfahrung, die ihre Einstellung zum Studium beeinflussen. Forschungsergebnisse lassen vermuten, dass NTS Interesse an der direkten Wissensanwendung haben und eine starke Lern- und Studienverpflichtung empfinden, weil sie klare Ziele haben, die oft mit der beruflichen Karriere in Zusammenhang stehen (Johnson & Merrill, 2004). Das bedeutet nicht, dass NTS Lernen als vorrangig instrumental ansehen, da NTS eine heterogene Gruppe darstellen und unterschiedliche Auffassungen zum Lernen bestehen. Allerdings bedeutet es, dass diese Studierenden erwarten, dass das Wissen, die Kompetenzen und die Erfahrungen, die sie mit an die Hochschule bringen, anerkannt werden und sie diese auch in ihr Studium einbringen können. Aber wie gut sind Hochschulen und Lehrende wirklich darauf eingestellt, den Bedürfnissen und Erwartungen von NTS gerecht zu werden?

Didaktische Konzepte und Kursangebote, die selbstbestimmtes und soziales Lernen fördern, beispielsweise in einem blended-learning-Format, können helfen, den Bedürfnissen von NTS zu entsprechen, die Motivation der Lernenden zu stärken und die Abbruchquote von Studierenden zu senken. In diesem #LTHEchat werden Möglichkeiten diskutiert das Lernen von NTS zu unterstützen, die formal oder informell erworbenes Vorwissens, formal oder informell erworbene Kompetenzen, Lebenserfahrung und die Notwendigkeit, eine Balance zwischen Studium, Arbeit und Privatleben zu finden, berücksichtigen. Machen Sie gerne mit bei unserem Chat am Mittwoch, den 18. Mai um 21 Uhr deutsche Zeit auf Twitter!

About Martina Emke (@martinaemke)

Martina Emke works as a project manager for a company affiliated to the Ministry of Science and Culture of Lower Saxony in Germany. She is the project leader of the OHN-KursPortal (https://ohn-kursportal.de ), a German portal with open, tutor-led online courses designed to support non-traditional students preparing for university study. Martina is also an experienced EFL teacher in adult and vocational education and has worked for the European Centre for Modern Languages as a teacher educator and materials developer in the ICT-REV (http://ict-rev.ecml.at/ ) and DOTS projects. As a doctoral researcher at the Open University she has been investigating part-time language teachers’ informal professional development on Twitter. Other research interests include the use of Massive Open Online Courses (MOOCs) for teaching and learning, networked learning and learner autonomy. Martina has published about her work and presented at conferences.

Introduction to #LTHEChat 55

In many European countries it has become easier for adults to study at a university at a later stage in life. However, information about the different pathways into higher education is not always easy to obtain and resources which help these ‘non-traditional students’ prepare for university study often lack entirely. In this chat we would like to discuss ways in which educators can support non-traditional students’ in their learning processes, especially  in the early stages of university study. In what ways do the learning needs from non-traditional students (NTS) differ from the learning needs of traditional students? Which pedagogies and tools might be useful in supporting NTS’ learning? Which challenges are there for educators and for the university, and how can they be met?

In vielen europäischen Ländern ist es für Erwachsene einfacher geworden zu einem späteren Zeitpunkt in ihrem Leben zu studieren. Allerdings ist es oft nicht einfach, Informationen über die unterschiedlichen Wege des Hochschulzugangs zu bekommen und Angebote, die diesen ‘nicht-traditionellen Studierenden’ bei der Studienvorbereitung helfen, fehlen oft gänzlich. In diesem Chat würden wir gerne diskutieren, inwieweit Lehrende nicht-traditionelle Studierende insbesondere in der Studieneingangsphase unterstützen können. Inwieweit unterscheidet sich der Lernbedarf von nicht-traditionellen Studierenden (NTS) von dem Lernbedarf traditioneller Studierender? Welche didaktischen Konzepte und Werkzeuge könnten hilfreich für die Lernunterstützung von NTS sein? Welche Herausforderungen gibt es für Lehrende und für die Hochschule, und wie kann diesen Herausforderungen begegnet werden?

Please note, this will be a bilingual chat, German and English.

Update: @debbaff 19/5/16 The Storify can be found here http://sfy.co/d11VP #LTHEChat 

Update: @cpjobling 19/5/16 The TAGSexplorer 6 visualisation is LTHEchat 55.

If you are reflecting on this specific #LTHEchat please share your post with us so that we can reblog.

If you participated/are participating in any way in the #LTHEchat, please complete our short survey and let us know if you have other suggestions on how we could make the #LTHEchat more valuable for you. Thank you.

See you Wednesday, same time, same place – 8-9PM BST #LTHEchat

 

 

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#LTHEchat 54. 11 May. ‘Students are asking questions … about assessment and exams’

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Teacher Training in Hong Kong. End-of-term examinations in progress in the main hall at Northcote Training College. Out of 390 who sat, 375 passed. The National Archives UK. Sourced from the Flickr Commons: https://flic.kr/p/cWJ22q.

In March we hosted a very special LTHEchat with Haleh Moraj and her students at MMU which we called Students are asking questions. It was so successful and generated so much interest that we thought that students asking questions (#HEStudentQ) would be a good topic to return to from time to time.

As exam season rolls around again, now seems to be a good to ask our colleagues in the LTHEchat community some questions that students are sure to have about examinations and other forms of assessment. For example:

  • Why do we assess students using examinations?
  • Is it a sophisticated form of torture or are there real benefits for the students who sit exams and the teachers who set and mark them?
  • Or is it just the most convenient form of assessment for Universities in this age of mass education?

We have some questions on this topic that were left over from LTHEchat 49 but we would like to invite our student readers (or indeed our colleagues) to suggest questions that they have about examinations and assessment using our Student Voice form. You can also submit questions via twitter using the hashtags #LTHEchat and #HEStudentQ. We’ll choose a selection of the best in the LTHEchat that will take place between 8-9 PM BST on Wednesday, 11 May.
The Storify can be found here :

https://storify.com/LTHEchat/lthechat-54-student-questions

Network visualisation using Martin Hawksey’s (@mhawksey) TAGSexplorerhttp://bit.ly/lthechat54.

If you are reflecting on this specific #LTHEchat please share your post with us so that we can reblog.

If you participated/are participating in any way in the #LTHEchat, please complete our short survey and let us know if you have other suggestions on how we could make the #LTHEchat more valuable for you. Thank you.

See you Wednesday, same time, same place 😉 – 8-9PM BST #LTHEchat

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#LTHEchat No 53 with Dr Mark McGuire @mark_mcguire

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Dr Mark McGuire

We might summarise the changing use of digital networks in education as follows:

Changing Paradigms in Teaching and Learning
Locus, Mode, Temporality, Structure, Objective

PUSH
Institutional, broadcast, synchronous, hierarchical, impart knowledge

PULL
Personal, download, asynchronous, nodal, individual learning

SHARE
Everywhere, co-create, continuous, networked, knowledge network

The structure and practice of teaching and learning is becoming more like an ongoing conversation between diverse individuals in different locations around shared interests. As Joichi Ito, Director of the MIT Media Lab, says, we are moving “from a container to a network” (http://goo.gl/zkjQAH). Educators around the world are working out how to use digital tools to open up and connect their classes to external networks in real time. Well known examples include #DS106 (Digital Storytelling, University of Mary Washington, http://ds106.us/) and #phonar (Photography and Narrative, Coventry University, https://phonar.org/). Jonathan Worth (@Jonathan_Worth), a Research Associate at Newcastle University, is currently coordinating Connecting Classes (#CClasses), a global, collaborative teaching and research project to investigate the use of Twitter in opening up and connecting classes (http://goo.gl/cPDqFB). As well as connecting to others with shared interests over open networks, #CClasses also aims to facilitate learning that is interest-driven, production-centred, peer-supported and academically oriented, in keeping with the principles advocated by the Connected Learning Alliance (http://goo.gl/wMYkUt). This project sparked the idea for using Connecting Classes as a topic, and a prompt, for this week’s #LTHEchat. In preparation for the chat, you might wish to check out the #CClasses hashtag and the Connecting Classes website (http://goo.gl/cPDqFB).

Dr Mark McGuire has taught Design at the University of Otago since 1994. Before moving to New Zealand, he ran Mediatrix inc, a Design consultancy in Toronto that helped publishers make the transition from analogue to digital print production from the mid 1980s. Dr McGuire holds a BA, a Bachelor of Environmental Studies (Pre-Professional Architecture), a Masters in Information Science and a PhD in Media Studies. He teaches Communication design, Design for Innovation, Experience Design, and Social Media. His research interests include open education, online communities, and digital media theory and practice.

 

Twitter: @mark_mcguire

Blog: https://markmcguire.net/

________________________________________

 

Dr. Mark McGuire

Senior Lecturer, Design

Work email: mark.mcguire@otago.ac.nz

Personal email: markhtmcguire@gmail.com

Personal mobile: 021-207-6521

Twitter: @mark_mcguire (fastest, most efficient mean of communication)

Blog: http://markmcguire.net/

Instagram: https://www.instagram.com/mark_mcguire/

Flickr: https://www.flickr.com/photos/25916400@N07

SlideShare: http://www.slideshare.net/mark.mcguire/edit_my_uploads

SoundCloud: https://soundcloud.com/mark_mcguire

 

The Storify is #LTHEChat 53: Connecting Classes.

The TAGSexplorer 6 visualisation is LTHEchat 53.

If you are reflecting on this specific #LTHEchat please share your post with us so that we can reblog.

If you participated/are participating in any way in the #LTHEchat, please complete our short survey and let us know if you have other suggestions on how we could make the #LTHEchat more valuable for you. Thank you.

See you Wednesday, same time, same place 😉 – 8-9PM BST #LTHEchat

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