#LTHEchat 72 Student Engagement – New year, new partnership: @RAISEnetwork

In the first of our partnering chats we’re joined by RAISE members around the globe for a chat led by two of the RAISE coordinating team: Tom Lowe and Amarpreet Kaur (‘Abs’) who will be tweeting from @RAISEnetwork.

RAISE (Researching, Advancing & Inspiring Student Engagement) is a network of academics, practitioners, advisors and student representatives drawn from the Higher Education Sector who are working and/or interested in researching and promoting student engagement. The network now includes over 1500 members, drawn from across the globe although the majority are based in the UK where the network is based.


Tom LoweTom Lowe is currently the project manager of the HEFCE catalyst funded REACT project, where he facilitates collaborative development between 15 UK HE institutions around Student Engagement with Educational Developments. Previously, Tom was Vice President, Education, at Winchester Student Union, sitting on The Steering Group for the Student Engagement Partnership (TSEP) and starting up the Winchester Student Fellows Scheme. Tom additionally sits on the Quality Assurance Agency Advisory Committee for Degree Awarding Powers and is the Acting Secretary for RAISE.


Amarpreet KaurAmarpreet Kaur is currently an MPhil student at the University of Cambridge where she is studying the Sociology of Reproduction and is the graduate Welfare Officer for her college. She was a course representative throughout her BA (Hons) in Sociology at Manchester Metropolitan University, and is now a student representative within her department. During her undergraduate years, Amarpreet was also a Peer Mentor, a Student Panelist for Review Boards, a Student Ambassador and a Chair of the Time to Change Society. She was elected to RAISE network as a student committee member and then co-opted to the role of SIG Coordinator in 2015.



What’s this week about?

In this chat we’ll be asking the community’s different perspectives of student engagement – perspectives which form the theme of the September 2017 RAISE conference.

We know that student engagement has an increasingly important role in institutions, and in student expectations but what does it mean – to students, to academics, to institutions? It is always the same thing to everyone? We want to think about how student engagement happens and what makes it effective.

Join us for a student-engagement-focused LTHEChat!

More about RAISE

Here are a selection of RAISE activities:

RAISE holds an annual conference in September which is expanding in 2017 to span 3 days as a result of increasing demand and interest in student engagement.

The network has now launched the peer reviewed Student Engagement in Higher Education Journal to which they extend an open invitation to LTHEChatters to submit relevant research papers and case studies. https://journals.gre.ac.uk/index.php/raise/index

A series of Special Interest Groups which meet at least twice a year in some form, organised by a coordinator or coordinators but led by members


The Storify is available here: https://storify.com/LTHEchat/lthechat-72.


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 #LTHEchat

The LTHEchat team

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#LTHEchat thank you to all & Happy New Year!

Dear colleagues,

teresa mackinnon

Teresa MacKinnon

We would like to take this opportunity to thank our current #LTHEchat organising team, Teresa MacKinnon, Dr Isobel Gowers and Hayley Atkinson and their helper Debbie Baff for all their hard work and commitment this term to the community and for organising a series of really interesting and thought provoking chats for all of us. The chats were all organised very smoothly and with great professionalism and autonomy. Thank you so much. We are grateful for your contribution. 

Isobel Gowers

Dr Isobel Gowers

This term and year is coming to an end. A new team and a new collaboration starts in January. We will share related information in the New Year. 


Hayley Atkinson

We would like to thank all members of all organising teams this year, the HEA and all  #LTHEchat guests and the community for their ongoing support and lively engagement. But also our very own illustrator Simon Rae and his unique creative contributions throughout this year. It has been a fascinating year with so many opportunities for sharing of ideas and practices and connecting with colleagues from nearby and further away. 

We wish you all a special festive season and a healthy and happy New Year. 

The #LTHEchat steering group

ps. If you wish to become a member of a future organising team and/or be a guest,  we would love to hear from you. 

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#LTHEchat 71: Christmas special with Daniel Scott


Our final chat of 2016 will provide an opportunity to get into the mood for the festive season through a range of fun digital activities mediated by Daniel Scott, @_Daniel_Scott. Daniel is an award winning learning technologist who recently received the learning technologist of the year award from the Association for Learning Technology. We will be asking you to share your christmas cracker jokes and join in the fun and games as we wind down for the end of the year.

Get into the festive spirit, exploring apps from the current activities in the 12 Apps of Christmas course, #12AoC  @12AoC and enjoying some seasonal silliness. We look forward to seeing you there!




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#LTHEchat 70: Linguistic diversity in the classroom and online.

Alastair Creelman works as an e-learning specialist at Linnaeus University in Kalmar, south-east Sweden. Originally from Dundee, Scotland, he has lived in Sweden and Finland since 1983. His main areas of interest are open education, the use of social media in education aalastair-creelmannd widening participation in adult and higher using digital media. He is involved in several national and international organisations and projects: eg committee member in the Swedish network for IT in Higher Education (ITHU), EDEN NAP steering group, Nordic Network for Adult Education, member of ISO standardisation committee PC288/WG1. See LinkedIn https://se.linkedin.com/in/alastaircreelman

He blogs regularly on educational technology in English at http://acreelman.blogspot.se/ and in Swedish at http://flexspan.blogspot.se/

On Twitter he is @alacre where he tweets on educational technology in English, Swedish, Norwegian and sometimes other languages.

In this #LTHE chat we will be discussing how we can enable more linguistic diversity in education. Today’s technology enables adequate translation between languages so maybe it’s time to learn to live with a multilingual environment both in the classroom and on line. Allowing students to use their full linguistic ability can be empowering and with the help of tools and multilingual students everyone can express themselves and translation is always available. How can we give everyone a voice rather than letting the confident native English speakers dominate the discussion? Tonight’s chat will also be part of the #ALTC winter conference programme.

The storify available here.



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#LTHEChat 69: Student induction or information overload? With Clare Thomson @ClareThomsonQUB

clarethomsonphotoClare Thomson is a Learning Technologist in the School of Medicine, Dentistry and Biomedical Sciences at Queen’s University Belfast. Over eight years she has created the Medical Education Portal, a VLE ‘alternative’ meeting the complex needs of the undergraduate medical curriculum. The importance of visual design combined with usability and accessibility underpinned the development of the space. She was awarded a Queen’s University Belfast Teaching Award in 2014 for this work.

Her interests focus on student engagement, advocating the need for human presence within online environments/spaces and exploring how creativity can be integrated into formal learning. She has worked on HEA and Jisc funded projects on OER, deaf awareness, OSCE training and student engagement. An ALT member Clare is awaiting the outcome of her CMALT portfolio submission. She is also a student on the University of Edinburgh’s MSc in Digital Education.

This week’s topic was inspired by discussions during the #LTHEchat 63. Students begin their university journey on our campuses, physical and virtual, at induction events. Topics include; academic essay writing, plagiarism, referencing and information literacy to name but a few. However, technology has significantly added to this list with the need to add the Virtual Learning Systems, communication channels, eportfolios, student information systems and e-assessment software to the list. Recently, this has widened even further to cover online identities, social media and professionalism, copyright and critical analysis of online resources and information.

In this LTHEchat we will put induction under the microscope and explore participants’ thoughts on implementing different strategies to ease our students into higher education.

See you Wednesday 23rd November, same time, same place. 8-9PM (GMT) #LTHEchat

The storify is available here. 

The LTHEchat team


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#LTHEchat 67:Using data and artificial intelligence to improve learning and teaching.

As you may be aware Jisc are running a sector wide consultation, #Codesign16, on six topics that we’d like to spark a sector discussion over the next few weeks to identify the most promising areas to explore. Two of these areas are the Intelligent Campus and How can we use data to improve learning and teaching. We are going to explore these two areas in the #LTHEChat this week with James Clay, @jamesclay on twitter. James will be joined by JISC colleagues Sarah Davies and Ruth Drysdale.
How can we use data to improve teaching and learning?
What does the imminent arrival of the intelligent campus mean for universities and colleges?
James Clay is a Senior Co-Design Manager at Jisc and has over twenty years experience working in education. He has been a teacher, a project director, an ILT manager and an IT director. He has managed a range of projects over the years in various roles, including mobile learning, e-books, IT infrastructure, learner analytics, copyright, institutional resources, VLEs and student records.
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#LTHEchat 66: The porous university

My name is Ronald Macintyre, presently I am the R&D Manager for a Scottish Government funded programme called Open Educational Practices Scotland, it is sector wide aimed at raising awareness and building capacity in the development and use of free open online material (see here). It is hosted by the Open University in Scotland.  I arrived here by accident, my own background is in Widening Participation, and openness emerged as a solution to working with organisations looking to create content to help people distanced from education. I have approached the opportunities and challenges of working in this space as a design problem, looking at what educational practice can learn from participatory design and broader work on action research.

On twitter I am @roughbounds, it is the English translation of the area I live in the West Highlands of Scotland. I will be joining you from my croft where I live with my family, when not sitting in front of a screen I like books made from paper and being outside. A creature of habit I walk my dog at 11am, and play football on a Wednesday at 7.25pm, but not this week.

The Porous University

This phrase leaked out, it came out as an ad lib during a conference presentation where I introduced an idea I have been developing around “the hidden tariff”. I suggested curriculum development was filled with assumptions, routines, tacit ways of knowing, these are often hidden, simply the “way we do things round here”. Unless we are mindful of this, when we take curriculum and, using the affordances of low transaction costs associated with digital media and/or open licences, these hidden assumptions are reproduced in the open, acting as hidden barriers. Barriers typically experienced and accentuated by others things that might distance someone from education.

Seeing the accidental phrase in a tweet about the presentation made me realise what I was talking about were not just concerns about how HE opens up curriculum, for whom and how to ensure content is relevant, useful and used in a just and equitable manner. It was about more than how HE uses open to push out, it concerned how things seep into the academy.  About recognising expertise and knowledge is not solely owned and then released by HE. It was about how open HE is to “the world” reaching in, openness as two way, about technology and of courses licences, but importantly the cultural changes and pedagogies.

See you Wednesday 2nd November, same time, same place. 8-9PM (GMT) #LTHEchat

Storify of the chat 

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#LTHEChat 65: Feedback and feed-forward: language and timing. With Phil Race @RacePhil

phil-2015I’m supposed to be retired now, but haven’t quite made it yet. I’ve been around in higher education learning and teaching for a long time, and written a few books over the years. I remain passionate about the importance of feedback in helping learning to happen successfully, and believe that feedback needs to be a dialogue, and that this is often best achieved face-to-face – but harder to ‘evidence’. I also believe that feedforward (to influence future actions) is by far the most important part of feedback, hence the importance of the language we use and the timing we achieve.

Feedback and feed-forward

In this Tweetchat I hope to stimulate some productive debate about two key issues here: the timing of feedback, and the importance of our choice of words when offering feedback to students. If the timing is wrong, the feedback can be entirely unused – and if the words are wrong, the feedback can damage learning rather than enhance it. I’d like us to start by reflecting on good and bad feedback we’ve experienced in our learning lives. Over to you…

Phil has kindly curated and shared some of his recent writing around feedback especially for this #LTHEchat.

The Storify is available here.

Visualisation of the chat

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 19th October, same time, same place. 8-9PM (GMT+1) #LTHEchat

The LTHEchat team


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#LTHEchat 64: Students are asking (more) questions.


This week we are returning to our occasionally feature: students are asking questions. Back in March students from Manchester Metropolitan University posed us questions anonymously, from “How do you feel about teaching larger groups?’ to “how and why did you become a lecturer?’ (turns out very few of us planned it…). This was so popular that we decided to make it a regular feature.

If you think that your students would like the opportunity to pose some questions then share our survey with them, and ask them to join in on Wednesday 12th October 8-9pm to find out which questions we select and how you will answer them.

The Storify is available here.

The TAGS explorer visualisation

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 12th October, same time, same place. 8-9PM (GMT+1) #LTHEchat

The LTHEchat team

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