#LTHEchat 113 is about Hidden figures – using evidence to understand our students. The chat will be hosted by @ThemesTweets #Themeschat


#LTHEchat #Themeschat

Wednesday 16 May 2018 from 8pm to 9pm

Hidden figures – using evidence to understand our students chat will be hosted by @ThemesTweets

We are part of the revolution – the data revolution.

In recent times there has been an exponential increase in the availability and visibility of data and evidence: Longitudinal Education Outcomes, Teaching Excellence Framework, widening access, UCAS and all with much greater granularity. Universities are investing in new data systems that are transforming their ability to generate data internally about student performance, including learning analytics.

The data revolution is here, touching everyone in the sector from students to academics.

Student demographics, retention and attainment is one of the three main sector level strands for the current Enhancement Theme –  Evidence for Enhancement. This strand of work is helping Scottish institutions focus and explore part of the current data landscape.

The composition of the student population varies between Scottish higher education institutions reflecting each institution’s priorities and strategic aims. This Theme strand provides institutions with the opportunity to work on common ambitions, for example supporting Scottish government initiatives such as enhancing retention, and allows scope to pursue work specific to a range of student characteristics / demographics. These characteristics include widening participation, direct entrants, care experienced, mature learners, students with a disability, and black/minority ethnic students.

Institutions’ approaches to the sector strand are varied and interesting, focusing on key aspects of the student journey: retention and progression, attainment and employability. The projects and topics being explored include: attendance monitoring; learning analytics; apprenticeship delivery models; digital technologies; and learning career progression.

Ultimately, this sector strand work will help build an enhanced understanding of the student population and differing students’ needs, so that support and interventions are targeted effectively.

This sector strand inter-relates with other levels of Theme activity including the optimising existing evidence sector level strand and collaborative cluster work, the latter including learning analytics, employability and evidence for the creative industry.

These topics will be debated at the UK’s largest Learning and Teaching Conference – 15th Enhancement event on 7 June 2018 and during the next #LTHEchat on Wednesday 16 May 2018 from 8pm to 9pm (GMT) in collaboration with @ThemesTweets.

Dr Clare Parks

Dr Clare Parks is a Quality and Enhancement Specialist at QAA Scotland. Her responsibilities include supporting the Scottish Enhancement Themes and the Enhancement of higher education in Scotland. Clare is currently supporting the new Evidence for Enhancement: Improving the Student Experience Enhancement Theme. One of her key interests is in the use of qualitative data analysis to support enhancement work.

Prior to joining QAA Scotland, Clare was an Academic Quality Officer at The Robert Gordon University. This wide-ranging role covered key areas of quality activity including; annual monitoring, institution-led subject review, student appeals and complaints, course approval, academic collaboration. Clare also has experience of Enhancement-Led Institutional Review, supporting her previous institution in this activity and serving as an ELIR coordinating reviewer.

Here’s the Wakelet for this chat: https://wakelet.com/wake/c7f5e45f-005e-4417-95f5-2316bf7bc95c




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#LTHEChat 112 with Dr Martin Rich @MartinRich106 about Pace in Learning and Teaching

The next #LTHEchat on Wednesday 9th May 8-9 PM (GMT) will be based on questions from Dr Martin Rich @MartinRich106 about Pace in Learning and Teaching.

For many of undergraduate students who I teach, their first big challenge, having started their course in September, comes when the clocks go back in the UK towards the end of October.   Not only is this when the initial novelty of studying has worn off, coursework deadlines start to loom, and their first exam period in January is close enough to cause some anxiety, but it’s getting cold and dark as well.  And in a London winter it’s not even cold in an interesting or attractive way: lots of trudging through drizzle but no skiing.

This observation set me thinking about how we manage the pace and timing of learning in higher education, and particularly how this fits in with various stages of the academic year.  It’s an integral part of what we do whenever we design and deliver our courses, yet I have found little written about it in the pedagogic literature.  We make decisions about assessment in particular which have a considerable impact on the timing of students’ work as a whole.  And we grapple with competing pressures about that timing, for example if we are to include formative assessment we need to ensure that students have time to act on it, but we also want to set it once they have learned enough to have some learning which we can assess.  Even if we get the timing right in teaching one subject, it can be difficult to coordinate different parts of a big and complex course.  That’s especially true if we offer students a lot of options with different modes of delivery and assessment – something that our students frequently tell us in the National Student Survey and elsewhere that they value, but which adds to the challenge of managing students’ workloads.

Sometimes the impact of a particular event, whether it’s a great party for freshers or a tough statistics test, can make a difference to students’ motivation and energy levels and it would be good if we could take this effect into account more effectively.  If, as in the courses where I teach, there is a significant amount of group work we need to build in time for these groups to form, storm, and norm and to consider when best to set group tasks.  If we teach students particular skills and knowledge that they can expect to use later in their course, we need to recognise that they might forget it if they don’t use it: I’ve encountered students who struggle with writing an extended essay for a final year undergraduate project because they learned to write essays in their first year but haven’t done any since.

And all this is before even considering the requirements of part-time students, who are balancing competing pressures from study and work and for whom there is a whole further set of issues around pace and timing.

Martin Rich @MartinRich106 is a Senior Lecturer, and  Course Director for the BSc in Business Management, at Cass Business School, which is part of City, University of London.  His work centres around how Management education can evolve to a changing and uncertain environment, and how different generations of students use technology within their studies.  He is interested in the connection between formal and non-formal learning particularly within the context of students attending degree courses where the principal channel for instruction remains face-to-face.  He has published about pedagogy in Higher Education and is a regular participant at conferences relating to this area.

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#LTHEchat 111 with Vivien Rolfe @VivienRolfe and Beck Pitt @BeckPitt on the topic of ‘open’ textbooks.

The next #LTHEchat on Wednesday the 2nd of May 8-9 PM (GMT) will be based on questions from Vivien Rolfe and Beck Pitt on the topic of open textbooks.

So what are open textbooks? The Wikepedia definition is: ” a textbook licensed under an open copyright license, and made available online to be freely used by students, teachers and members of the public. Many open textbooks are distributed in either print, e-book, or audio formats that may be downloaded or purchased at little or no cost.”

Open textbooks

Both Vivien and Beck work within a team on the Open Textbook project, where the aim of the project is to explore:

What is the viability of introducing open textbooks in UK higher education through the testing of two proposed models: OpenStax and OpenTextbook Network approaches?

The project hopes to achieve:

  • Adoption of open textbooks in a UK context
  • Guidelines for open textbook adoption
  • A set of open  textbooks adapted to the UK context and peer reviewed
  • A UK open textbook champion network
  • Evaluation reports of open textbook adoption
  • Research publications

Find out more about the open textbook project on Twitter @UKOpenTextbooks or  Open Textbook project

In this tweetchat, we would like to explore your students current use of and expenditure on textbooks on your course.  We will also discuss the barriers and facilitators to embracing open textbooks in the UK setting.

The #UKOpenTextbooks project team:



Vivien Rolfe 

Vivien is open education practitioner and has co-created a wealth of science and health open educational resources, working with academic staff, students and hospital collaborators.

viv2017b1 (1)Projects include the Virtual Analytical Laboratory (VAL). Sickle Cell Open (SCOOTER) project and Biology Courses project which shared resources for midwifery, forensic science and a wide range of subject areas. Her research interests are on student and staff benefits of open educational resources and practice, and the social and ethical impact of open initiatives, and in addition to many publications and conference presentations, she is a keen blogger at vivrolfe.com.

Follow on Twitter: @VivienRolfe

Beck Pitt 

Beck is a Research Associate at the Institute of Educational Technology (IET) at The Open University (UK). Beck joined IET in June 2011 having previously worked at the UK Data Archive, University of Essex, supporting the European Commission funded CESSDA-PPP project for its duration.Beck (2)

Upon joining IET Beck worked as project and research support on the Gates funded Bridge to Success project, which collaborated with community colleges in the Maryland area to remix existing OU whole course OER for use as bridging content for students beginning their college studies. Beck also supported the JISC/HEFCE Rapid Innovations Track OER project prior to joining the OER Research Hub in January 2013.

Beck was responsible for a range of collaborative activity during the OER Research Hub Phase I including research with open textbook providers OpenStax CNX, Siyavula and the BC Campus Open Textbook project. She also carried out follow-up research on the Bridge to Success project and worked with P2PU/Creative Commons and the Co-PILOT project. Beck also led the development and delivery of the OER Research Hub’s P2PU course Open Research, which was awarded a RCUK/Open University Engaging Research award in February 2015. Following two successful iterations in 2014 and 2015 Beck led the course’s redevelopment into an open textbook on Pressbooks. Beck led the research strand of the Opening Educational Practices in Scotland project and was lead author of Becoming an Open Educator, which was awarded an Honorable Mention in the MOOC/OCW/Course category of the OE Consortium’s OE Awards for Excellence 2017.  Beck has a Phd in Philosophy and is also a committee member and social media lead for the UK Sartre Society, aspiring lindy hopper and novice sketch-noter.

Follow on Twitter: @BeckPitt 

Here’s the Wakelet for #LTHEchat 111 with Vivien Rolfe @VivienRolfe and Beck Pitt @Beck Pitt on the topic of ‘open’ textbooks http://wke.lt/w/s/YFyxE

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Reflections on organising the #LTHEchat

Tree_LTHEchatKathrine Jensen:

I was really pleased when Dr Chrissi Nerantzi asked me to be one of the organisers for the #LTHEchat for the period Jan-April 2018. Previously, I have been a participant in the chat and found the experience both useful, fun and energising as the community of people involved are really enthusiastic. So, organising the chat was a great way for me to offer something in return. It was great to work with Kiu Sum, my co-organiser, as we quickly saw eye to eye on dividing up the work and Kiu was always there to respond when I needed an update. Kiu also offered a really valuable student perspective and ideas about how to involve more students, which really added to the chats we organised.

A few chats in, it became apparent that the tool the community had been using to collate the chats (Storify) was closing so one of the LTHEchat community, Chris Jobling, suggested trying out Wakelet and they tested out the functionality. After that, Kiu and I set up a LTHE Wakelet account and tried our hand at using this tool; just one of the ways that participating means learning something new.

For me, some of the benefits of the LTHEchats, are the challenges to my thinking that they offer as well as that satisfying recognition that others are thinking the same way or are dealing with similar things. And I can only say that I was mightily impressed by the activity of the LTHE people every Wednesday and continue to be so.

Kiu Sum:

Being involved in student engagement in learning and teaching alongside my undergraduate study was something I never thought of doing when I first became a university student. Stumbling across #LTHEchat was too something that was “not planned” and it was only in 2017 when I “officially” start engaging with the week chat. Student engagement and pedagogy in higher education has become one of my interests (alongside what I do by day!) and is something that seems I cannot not let go. When the call for a new organising team for January to April 2018 was open, I saw the opportunity to take up a new challenge and expressed my interest. I was pleased when I got invited by Dr Chrissi Nerantzi to join Kathrine as one of the #LTHEchat organisers – was not expecting it to happen so soon!

A few months went by very fast and what an experience it was. For the first time, the teamwork was completely done online via the use of technologies – highlighting the importance that we can use digital technologies effectively! Whilst it was daunting initially, the support I had from Kathrine and Chrissi was incredible and we quickly gelled as a team despite only using online communication tools.

During the short 4 months, I was also given the opportunity to host my (first ever!) tweetchat! It was an exciting opportunity (and challenge!) and somewhat scratched my head a lot, not knowing how the chat itself would go coming from a student. So I decided to “flip the learning” and hosting it from a student’s perspective. With the chat falling on Valentine’s Day, “my date” for the evening was “Love Higher Education? Must be love, love, love…” (#LTHEchat 104*), with #LoveHE also. It made sense that it was related to love! With the continuous support from Kathrine and Chrissi, I thoroughly enjoyed hosting the chat and am pleased to see there were many fruitful discussions from the #LTHEchat community.

Participating in #LTHEchat has opened my mind to learning and teaching outside my experiences. Most important of all is having the opportunity to engage with other members of staff and students who I may have never thought of engaging with. One important lesson I have learnt using Twitter and joining in tweetchats, such as #LTHEchat has developed my confidence and communication skills. While it may seem so “unimpactful or “meaningless” at first participating as a student, reflecting my time spent on Wednesday evenings has made it more meaningful (1 hour does go by very fast!). It feels like a good CPD session to learn, to share practices and developing my ‘graduate attributes’. But most important of all is building professional relationships, getting to know other things outside your own academic discipline and having further opportunities to co-create potential new projects. Trust me, it does break down the ice of knowing how to start a conversation as a student when you finally (or trying to) get to meet those behind their twitter handles at events and conferences! Thank you to the #LTHEchat community for the opportunity and definitely got no regrets on stumbling onto #LTHEchat a while back.

*Summary of chat: https://wakelet.com/wake/456c5406-1701-4236-a79e-4c4383f14c9c


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#LTHEChat 110 with Nicole Brown @ncjbrown and Jennifer Leigh @drschniff “Ableism in academia – where are chronically ill, disabled and neurodiverse staff and students?”

The next #LTHEChat in Wednesday 18th April 8-9PM (GMT) will be based on questions from Nicole Brown @ncjbrown and Jennifer Leigh @drschniff “Ableism in academia – where are chronically ill, disabled and neurodiverse staff and students?”

In recent months there has been a shift towards more awareness of precarious working conditions, gender issues and racial injustice within society as a whole, and within academia, in particular. And while these developments are fantastic to observe, there remain many instances where the needs of students and staff are marginalised or forgotten, especially where the needs may not necessarily be visible but related to chronic illnesses, invisible disabilities and neurodiversity.

Over the last few months, articles and position papers in Disability and Society, the Times Higher Education and The Guardian have highlighted how within academia certain ways of working and learning are expected and that disabilities, neurodiversity and chronic illnesses are often not catered for.

In this tweetchat, we would like to explore our internalised expectations of workings in academia, consider how ableism (discrimination in favour of able-bodied/minded) intersects with gender, race, class, age and sexuality, and discuss what needs to be done to allow for a more diverse and inclusive environment for all.

Nicole Brown @ncjbrown

Nicole is a Lecturer in Education and Academic Head of Learning and Teaching in the Department of Culture, Communication and Media at UCL Institute of Education. She is a Senior Fellow of the Higher Education Academy. Her research interests lie with advancing learning and teaching and ways of improving knowledge generation, mainly through creative methods. Underpinned by her interpretation of human communication relying on the metaphorical understanding of the world, her PhD research on academic identity uses participatory approaches and creative methods to data collection and analysis to capture what is otherwise difficult to express.

Jennifer Leigh @drschniff

Jennifer is a Lecturer in Higher Education and Academic Practice at the Centre for the Study of Higher Education, University of Kent. She is a Senior Fellow of the Higher Education Academy. Her research stems from a background in movement, and focuses on embodiment, reflexivity, identity and creative research methods. Her doctoral work was a phenomenological study of how children perceived, reflected on and expressed their embodiment through movement. She won the Society for Research into Higher Education’s prize for Newer Researchers in 2016.

The Wakelet for this weeks chat can be found here.

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#LTHEchat 109 “Team Based Learning” with Beck McCarter @beckmccarter and Simon Tweddle @simontweddell

The next #LTHEchat will take place on Wednesday 11th April 8-9pm (BST). This week’s topic is Team Based Learning (TBL) and will be led by Beck McCarter and Simon Tweddle.

Dr Simon TweddleDr Simon Tweddell is a Senior Lecturer at the University of Bradford. He was awarded a National Teaching Fellowship in 2015 and was part of the team awarded a Collaborative Award for Teaching Excellence by the Higher Educational Academy in 2017 for transitioning a large, established undergraduate Masters in Pharmacy programme from one that uses a traditional didactic approach to one delivered predominantly by Team-Based Learning (TBL). He serves as the only European member on the Global Board of the Team-Based Learning Collaborative and chairs the European Board of the Team-Based Learning Community.

Beck McCarterBeck McCarter is an Educational Developer, an accredited Trainer-Consultant in Team-Based Learning (TBL), a CATE Award winning team member and a sidekick extraordinaire. Passionate about improving both the staff and student experience, she is a #teambasedlearning #tbl evangelist.



Introduction to team based learning


We wouldn’t be doing you justice if we didn’t practice what we preach so in true TBL style, we’re flipping this week’s #LTHEchat. Your pre-work is to watch this short 5min video on some of the reasons we choose to teach using TBL. There may well be a test…


What IS Team Based Learning? – TBL in 60 seconds

Planning to participate in the #LTHEchat tonight but no idea what TBL actually is? Don’t worry, we’ve got your back! Here’s a very quick introduction to some of the key points…


The Wakelet story for this tweetchat is available HERE

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#LTHEchat 108: “Involving the public in the design and delivery of higher education” with Luisa Wakeling (@luisa_wakeling) & Ellen Tullo

The next #LTHEChat Wednesday 21st March 8-9PM (GMT) will be based on questions from Luisa Wakeling and Ellen Tullo on the topic of “Involving the public in the design and delivery of higher education”.


From left, Ellen Tullo, Laura Greaves and Luisa Wakeling

Ellen is a Lecturer in Ageing Education, Luisa is a Lecturer in Cell Biology and together, with Laura Greaves a research fellow from the Centre for Ageing and Vitality, they run a multidisciplinary, higher education module, Newcastle University Ageing Generations Education (NUAGE) aimed at undergraduate students from any academic background.

Student interns and older people collaborate with Ellen, Laura and Luisa to design, deliver and evaluate this module, which has now run annually since 2013. The collaboration, aiming to challenge the association of ageing with frailty and focus learning on healthy ageing, involves a team of older members of the public recruited through the user group VOICE. This multigenerational collaboration ensures learning is grounded in the realities of ageing in the community rather than solely reflecting academic research priorities.

The older public volunteers initiated the formation of a steering group (EXBEX- ‘expert by experience’) collaborating with student interns and teaching staff, guiding the development and delivery of the module. They also critically evaluate the NUAGE curriculum, obtaining a holistic and dynamic view of ageing.

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#LTHEchat 107 Partnership with students in curriculum design with Dr Abbi Flint (@DrAFlint) and Wendy Garner (@FacultyHub).

20171128_121847.jpgThe joint #LTHE Chat with @RAISEnetwork Partnership Special Interest Group on Wednesday 14th March 2018 (8-9pm) will focus on ‘partnership with students in curriculum design’ and will be facilitated on the day by Dr Abbi Flint (@DrAFlint) and Wendy Garner (@FacultyHub).

“Students are commonly engaged in course evaluations and in departmental staff–student committees, but it is rarer for institutions to go beyond the student voice and engage students as partners in designing the curriculum and giving pedagogic advice and consultancy.” (Healey, Flint and Harrington, 2014: 48)

Following the rise in tuition fees in 2012, there has been a significant drive by government, related agencies and by the National Union of Students, for Higher Education (HE) providers to enable, support and demonstrate student engagement at all levels of the institution. One of the key aims of this is to promote the active engagement of students in constructing their own learning, rather than as passive recipients of knowledge and understandings.

A review of the literature (Trowler, 2010) commissioned by the Higher Education Academy (HEA), concluded that most empirically based research into student engagement in HE originated from North America and Australasia. The review also suggested there is a lack of shared understanding of what these concepts mean and how they might be operationalised in practice. Since then, there has been considerable growth in scholarship around student engagement and partnership in all aspects of learning and teaching in the UK, supported by the publication of frameworks and principles to guide practice and policy (e.g. HEA, 2016; TSEP, 2015; sparqs, 2011) and through networks like RAISE (Researching, Advancing and Inspiring Student Engagement).

One aspect of many of these frameworks is working with students as partners within the context of curriculum design, with scholarly development of this area by colleagues such as Alison Cook-Sather in the USA and Catherine Bovill in the UK. This is an example of student engagement which can directly impact student learning and is supported by learning theory such as constructivism. However, it also prompts us to unpick our assumptions around what we understand by ‘curriculum’ and how power and control play out in the different roles staff and students undertake in curriculum design and development processes. In light of these uncertainties and potential tensions, there is much to explore and share, particularly within the context of HE in the United Kingdom.

We encourage you to join us to explore some of these issues collaboratively, and to share your practice and ideas around student and staff partnership in curriculum design.

You can find out more about the RAISE Network, and the Partnership SIG, here: http://www.raise-network.com/

HEA (2016) Framework for student engagement through partnership. York, Higher Education Academy.

Healey, M., Flint, A. & Harrington, K. (2014) Engagement through Partnership: students as partners in learning and teaching in Higher Education. York, Higher Education Academy. https://www.heacademy.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher

sparqs (2012) Student engagement framework for Scotland. www.sparqs.ac.uk/culture.php?page=168

Trowler, V. (2010) Student engagement literature review. York: Higher Education Academy. https://www.heacademy.ac.uk/knowledge-hub/student-engagement-literature-review

TSEP (2015) TSEP’s 10 principles of student engagement. TSEP: http://tsep.org.uk/the-principles/


Dr Abbi Flint is an independent educational developer and researcher with a longstanding research and practice interest in student engagement and partnership. She is a Principal Fellow of the Higher Education Academy and a Visiting Research Fellow in Student Engagement at Birmingham City University. Abbi is particularly interested in how concepts of student engagement and partnership play out in practice, and how developing joint learning communities of students and staff can strengthen and sustain partnerships.

Wendy Garner is a qualified teacher and has been a Senior Lecturer for over twenty years. She is currently in post as Senior University Teaching Fellow at the University of Chester. Wendy is also a Senior Fellow of the Higher Education Academy. Her current areas of interest and research comprise student engagement, working with students as partners and the analysis of new provision within the context of the history of Higher Education in the United Kingdom.

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#LTHEchat 106 BME Attainement with Liz Austen @lizaustenbooth

The next #LTHEChat Wednesday 7th March  8-9PM (GMT) will be based on questions from Liz Austen on “Can we talk about Whiteness?”

Liz-A-1Liz Austen is a Senior Lecturer in Research, Evaluation and Student Engagement at Sheffield Hallam University.

Her current interests centre on the diversity of student experiences within higher education. This includes evaluating pedagogic interventions for improving student engagement, exploring explanations for differential student outcomes and investigating the complexities of teaching excellence. She is interested in the scope and range of institutional research using the student voice, and particularly the use of digital storytelling.  Liz is now using her significant teaching experience and research background in areas of social justice to lead funded research and present her work both locally and nationally.

profile: https://www.shu.ac.uk/about-us/our-people/staff-profiles/liz-austen

Email: l.austen@shu.ac.uk

Twitter: @lizaustenbooth

Blog posts: https://blogs.shu.ac.uk/steer/tag/liz-austen/

Can we talk about Whiteness?

I am not an expert in critical race theory – I’m just putting that out there – but recently I have begun to explore notions of privilege within Higher Education.  You don’t have to be an expert to realise that inequity is pervasive, you just need to start looking, really looking.  And once you’ve seen it, don’t ignore it (or rationalise it as ‘unconscious’).  Talk about it.

And here lies a problem – admittedly, conversations about privilege, and in particular White privilege, are difficult.

A team of researchers recently reflected on the challenges and barriers that they faced when trying to implement changes to the curriculum which had been shown to address differential student outcomes.  They concluded that they had misjudged the ‘readiness’ of the institution to talk or action change and the impact of a ‘Critical Whiteness’ lens on explanations for differential student outcomes. Then they began start conversations: Have you had your Whiteness pointed out today? (If applicable); Why don’t White students mix in?; Why don’t White students work harder?

You can listen to our story here.


And then I hope we can talk about it.

We are working with colleagues from across the sector to develop a Critical Whiteness Toolkit. If you are interested in this development please do get in touch.

Take a look at a TAGS map of the tweet chat that Dr Scott Turner kindly created

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#LTHEchat 105 Alternatives to the VLE for teaching and learning by Pat Lockley @pgogy and Natalie Lafferty


The #LTHE Chat on Wednesday 21st February 2018 is a joint suggestion from Pat Lockley and Natalie Lafferty and will be facilitated on the day by Pat (@pgogy).

While 25% of new websites registered in the USA use WordPress , its uptake at universities isn’t anywhere near as high. Yet WordPress, used almost always as a synonym for blogging, does offer the academy, and academics in general, a route into new, unexplored online territories. For starters, we see mention of WordPress to run MOOCs and for Digital Humanities projects and in the wider world, open access publishing. These innovative uses of WordPress continue to this day.  As WordPress remains ever-present across the web and its use in academia grows, how do we create a community or a culture around this software which is so flexible? With WordPress being so flexible, how would anyone know where to start?

Many WordPress.com links provide the basis for funded projects and personal websites, however self-hosted wordpress.org sites don’t have to WordPress in the URL, and so remain discoverable to those largely in the know.  Consequently best practice, or even guidance on WordPress is hard to find, especially when compared to the abundance of support and information for services such as twitter. Whereas in the modern age we expect everything internet to go viral, does WordPress still travel by word of mouth? What unlocked potential is there for WordPress in higher education?

To start to bridge these gaps and help foster an educationally focussed WordPress community of practice Natalie Lafferty and Pat Lockley are working to develop PressEDPressED is a twitter conference on the use of WordPress in teaching, learning and research being held on 29th March. Over two years ago, a plan for a WordPress conference was mooted (and whilst many WordCamps exist) nothing with an “educational” focus existed (wpcampus now runs as well). To overcome issues with funding, finding a venue and a time to suit an ever-busy academy, PressED is holding the conference on twitter (very much borrowing this idea from the Public Archaeology Twitter Conference whose website is, you’ve guessed it, is on WordPress.Com)

You may have seen WordPress dot com links over twitter bios and personal profiles, you may have seen or heard of “Domain of one’s own” amongst many of the WordPress projects currently running in the academy.

Join us to discuss how learning happens outside the Virtual Learning Environment and Learning Management System.

Thanks to Chris Jobling you can access the tweets in the form of a Wakelet for #LTHEchat 105

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