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Welcome to The Journal of Social Media for Learning. This link provides access to the complete edition of the inaugural issue. Our ethos is centred around the creation of a supportive space where all colleagues, but particularly those new to publishing, can contribute to the scholarly discourse about their academic practice, and if they so wish secure opportunities to gain experience of peer-review and journal editing. To access individual papers please visit the journal website here: https://openjournals.ljmu.ac.uk/index.php/JSMLISSN: 2633-7843

Welcome! Here you will find everything you need to know about the National Teaching Repository! This presentation offers an overview of the National Teaching Repository, the rationale, aim and purpose. It contains handy links and tells you who we are, our institutional organisations and affiliations, what we are doing and why we are doing it. It outlines the role of the curator and the critical friend and signposts further information and guidance should you require it. It contains information for authors, how to share your practice and how you can get more involved should you wish to do so. We hope you will join us! Kindest regards Dawne, Dave, Peter, Neil, Kate, Laura, Sue, Nathalie, Scott, and Liam, all of our friends and everyone working to help improve global learning and teaching by sharing their practice. Last Updated January 2022. To submit to the National Teaching Repository: https://figshare.edgehill.ac.uk/submit Meet our friends: https://doi.org/10.25416/edgehill.12820727 Discover research from the National Teaching Repository https://figshare.edgehill.ac.uk/The_National_Teaching_Repository Need more information? Read our welcome presentation: https://doi.org/10.25416/edgehill.12673016 Click here to watch a video presentation: https://doi.org/10.25416/NTR.15152094 FAQs are answered here: https://doi.org/10.25416/edgehill.12674687 UNESCO Report: https://doi.org/10.25416/NTR.19834996 Visit: https://figshare.edgehill.ac.uk/submit to share! Follow the National Teaching Repository: Twitter: @NTRepository LinkedIn: https://www.linkedin.com/in/thentrepository/

This is a PDF of our collaborative session " The Importance of Online Support Networks for Educators" presented at the Social Media in HE Conference #SocMedHE20 Tweetposium on the 17th December 2020. The full adobe spark online resource can be found in the reference section below

Sketchnoting DOI: 10.25416/NTR.19940228

Poster presentation:Presented at the 2018 Solstice and CLT Conference, Edge Hill University, Orsmkirk, UKAbstractWith a growing number of conferences including poster presentations within their programmes, research posters are an increasingly popular way for scholars from a range of academic disciplines to disseminate their research. When presented in an effective visual format, the academic research poster has the potential to draw interested parties to engage directly with the work under consideration, creating a platform for informal academic discourse between researcher and delegate. Hence communication of research in this way is a powerful method for scholars to share and gain perspectives on their work in real time. Typically, an academic poster is a combination of text, charts, and images, with the most effective academic posters being those that summarise the important aspects of the research concisely, and that present findings in a visually stimulating way, one that is both easy to read and understand. However often, because of poor design practices, ideas and concepts are not always conveyed successfully and as a result opportunities for effective dissemination are reduced or lost. Considering the formal elements of design, and software, printing, copyright and permissions, irrespective of the academic discipline, this poster is designed to facilitate researchers with basic design knowledge which they can use as a tool to support and guide them in their ability to produce visually appealing academic research posters. Dawne Irving-Bell, Centre for Learning and Teaching

Despite its importance, notetaking is under-researched and under-theorised. To further our work in this field and enhance our understanding of notetaking so we can develop better (up to date) guidance and support, in we invite you to participate in ‘The Great Global Notetaking Survey!”. Please use the QR Code in this poster or visit: https://edgehill.onlinesurveys.ac.uk/visual-thinking-the-great-global-note-taking-survey-cop Thank you! Citation DOI: 10.25416/NTR.20036534

This report follows on from an exploratory study undertaken as a result of a successful Advance HE Good Practice Grants Projects Award (2020). Developed under the banner of ‘Successful transitions: what works for different student groups?’ the project evolved from, and as such builds upon, practice embedded at Edge Hill University. This report begins by outlining the origins and rationale behind the original work, and then Project Lead Dr Dawne Irving-Bell, a Senior Learning and Teaching Fellow at Edge Hill University, goes on to detail the project aims, how it has been implemented to date, concluding by presenting evidentiary impact on learning and teaching of this innovative work to date. Click here to visit AdvanceHE to access the report and video: The National Teaching Repository | Advance HE (advance-he.ac.uk)To visit the National Teaching Repository: https://figshare.edgehill.ac.uk/The_National_Teaching_Repository

Evidencing the impact of ‘SoTL’, the Scholarship of Teaching and Learning, can be extremely difficult. This poster presentation introduces ‘The National Teaching Repository’, the outcome of an AdvanceHE funded project recently showcased (by invitation from the Secretariat) at the UNESCO World Higher Education Conference (May, 2022). Established in September 2020 The National Teaching Repository is a space where SoTL scholars can disseminate their learning and teaching pedagogical research and resources in a way that celebrates their practice. Sharing effective interventions that lead to real improvements in teaching & learning colleagues can use the repository to access, the very best teaching resources, pedagogical research, approaches and ideas, and share their practice with the ultimate aim of positively enhancing the student experience. To discover: https://figshare.edgehill.ac.uk/The_National_Teaching_Repository To Share: https://figshare.edgehill.ac.uk/submit DOI: 10.25416/NTR.20067041

The National Teaching Repository. A Presentation for The University of Glasgow. March 2022Shape your practice and grow your academic profile by securing recognition for your everyday scholarship.Discover: https://t.co/TNAUXFfeCnShare: https://t.co/y73UsvO7CwTwitter: @NTRepository

The quickest way to find the link to submit to The National Teaching Repository.Please click here:https://figshare.edgehill.ac.uk/submitThis short presentation includes a simple step-by-step guide to uploading to the repository.

ReportsThe National Teaching RepositoryThis project is part of the 2020 Good Practice Grants, which helped Advance HE members to develop and share innovative practice.The National Teaching Repository is an open access, online, searchable database for tried and tested strategies and ideas. The idea behind the national teaching repository is to create a central space where anyone with an interest in teaching and learning or supporting developments can view, download and share the very best ideas either to use off the shelf or with some slight adaption to meet their needs as teachers, lecturers or researchers.It has been designed to have a positive impact on teaching and learning by creating a space that facilitates the strategic implementation of effective interventions that lead to genuine improvements and better outcomes for students.Advance HE Members can access the project resources below.To view the report and access of video:The National Teaching Repository | Advance HE (advance-he.ac.uk)https://doi.org/10.25416/NTR.14401820.v2 To discover research on the NTRepository: https://figshare.edgehill.ac.uk/The_National_Teaching_RepositoryTo share your practice: https://figshare.edgehill.ac.uk/submit

A visual to accompany the 'Scholarship and Impact' panel discussion led by invited speakers:Kate Cuthbert @cuthbertLaura Stinson @lstinson81Nathalie Tasler @drntaslerand Dawne Irving-Bell @belld17Chair: Matt East @mdleastPractical Pedagogy Conference 13th September 2021Conference Link and Programme can be accessed here: https://chrisheadleand.com/practical-pedagogy/

Set within the context of Science, Technology, Engineering and Mathematics (STEM), this study explores the personal teaching philosophies of pre-service teachers training to become qualified teachers, with the purpose of better understanding how participant’s perceptions of teaching are shaped by their previous experiences. Work considers how these beliefs influence the formation of their identities as teachers and outcomes suggest that the meaning assigned to their lived experience plays a significant role in their development. Nascent themes under discussion include subject knowledge, disciplinary differences and engendered approaches to STEM pedagogy, and presented as theoretical insights the study presents three key findings. The first describes the impact ‘weak’ subject knowledge has on an individual’s development, and findings show that where an individual believes their knowledge to be limited, development is restricted. The second presents a taxonomy of ‘self-sabotaging’ behaviours which arise from an individual’s inability to challenge their perceptions of ‘what a teacher should be’. The third presents the concept of ‘identity drift’ and describes the incidence where an individual’s ideological values and beliefs and the reality of their classroom practice become unaligned. With the potential impact over time being that an individual is unable to reconcile their internalised identity from their external one, with teacher attrition being the likely consequence.

Conference Presentation Telling our stories: Using social media to bridge geographical boundaries. Beginning as strangers, selected for participation in an International Collaborative Writing Group (ICWG), where group members are geographically located thousands of miles apart this work serves to address the question “Can social media be utilised to effectively support international collaborative writing?” Adopting an approach informed by collaborative autoethnography, focused on their experiences this work uses narrative inquiry to tell the stories of two of the six participants as they seek to establishes themselves within the group. Illuminating the challenges encountered as they negotiated their meaningful engagement in the group, through the media of storytelling, the purpose of this paper is to support others who may be engaged in or considering undertaking work of a similar nature. As such this presentation will be of interest to any colleagues considering the use of social media as a means of communication when engaged in collaborative work.

Last Updated June 2023 Curator and Critical Friend Affiliations Please access this file to view a full list of our current Curator and Critical Friend Affiliations. Please get in touch if you would like to know more about the repository. The National Teaching Repository Handy links! Discover research: https://figshare.edgehill.ac.uk/The_National_Teaching_Repository Click here to view/search and download resources Visit: https://figshare.edgehill.ac.uk/submit To share your work and protect your academic and intellectual property Our welcome folder, everything you need to know about the repository can be found here! The National Teaching Repository @NTRepository is an open access, online and searchable database full of inspirational ideas! Curated by experts in the sector, it is also a place for you to share your practice in a way that is citable and measurable. For more information view this video presentation: https://doi.org/10.25416/NTR.15152094.v1 Read our welcome presentation: https://doi.org/10.25416/edgehill.12673016 and meet our curators and critical friends: https://doi.org/10.25416/edgehill.12820727.v13 FAQs: https://doi.org/10.25416/edgehill.12674687.v6

Presented at the Association of National Teaching Fellows Symposium 2023 by Sue Beckingham and Professor Dawne Irving-Bell This presentation focuses on approaches individuals can employ to share their teaching excellence in a way that celebrates their contribution, assures recognition, and secures metrics that offer an indication of the works reach, value and impact. Taking into consideration the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research informed teaching, pedagogy in and beyond the classroom, and the scholarship of learning and teaching, our presentation illuminates several approaches and demonstrates how they can be used to share these important outputs more widely. Considering both the benefits and challenges, approaches to the effective dissemination of scholarship will include the innovative use of digital technology, highlight the ‘best’ social media platforms, and draw delegates attention to the award-winning National Teaching Repository. Sharing real-life examples of scholarly outputs in multiple multi-media based formats (e.g., teaching resources, infographics and audio) we will demonstrate, step-by-step, the dissemination journey that delegates can adopt themselves. In addition to mapping the practical steps, the presentation will highlight how and why sharing one’s scholarship is beneficial, but also why it is important to find and try new ways of sharing.

Report into the National Teaching Repository. An Open Education Resource with Proven Reach and Impact across the Global Higher Education Community. Presented to The UNESCO World Higher Education Conference, Barcelona, Spain, 18th-20th May 2022. UNESCO Report PDF Link: https://whec2022.net/resources/Report into the National Teaching Repository.pdf To cite this publication: Wooff, D., and Irving-Bell, D. (2022). UNESCO World Higher Education Conference - Report into the National Teaching Repository. National Teaching Repository. Report. https://doi.org/10.25416/NTR.19834996.v1 Author Contact Details: David Wooff, BPP University @DavidWooff Dawne Irving-Bell, Edge Hill University @belld17

Supporting Staff to Support Students - Learning and Teaching Day Presentation.

Staff Development Presentation on behalf of the AQDU Annual VASC Conference.­­­­­­­­ Within the context of your work as a VASC panel member this workshop aims to: • raise your awareness of Induction and Transitions and specifically within the context of programme design, development and delivery support you to identify key induction and transition points in the ‘student journey’ • to support you, within the context of validation, to consider if proposed interventions are appropriate, will supports students’ transition into higher education, and facilitate autonomous and independent learning • help you to be confident to ask questions of proposing teams to ensure interventions relating to Induction and Transitions have been carefully considered, and to make sure the implementation of strategies have been systematically planned, and are integral to the programme design and delivery.

Last Updated January 2023 Curator and Critical Friend Affiliations Please access this file to view a full list of our current Curator and Critical Friend Affiliations. The National Teaching Repository Handy links! Discover research: https://figshare.edgehill.ac.uk/The_National_Teaching_Repository Click here to view/search and download resources Visit: https://figshare.edgehill.ac.uk/submit To share your work and protect your academic and intellectual property Our welcome folder, everything you need to know about the repository can be found here! The National Teaching Repository @NTRepository is an open access, online and searchable database full of inspirational ideas! Curated by experts in the sector, it is also a place for you to share your practice in a way that is citable and measurable. For more information view this video presentation: https://doi.org/10.25416/NTR.15152094.v1 Read our welcome presentation: https://doi.org/10.25416/edgehill.12673016 and meet our curators and critical friends: https://doi.org/10.25416/edgehill.12820727.v13 FAQs: https://doi.org/10.25416/edgehill.12674687.v6

OERcamp.global December 8th and 9th, 2021An international presentation given at the first 48-hour festival for Open Education and OER.A link to the event is here:https://oercampglobal2021.sched.com/https://oercampglobal2021.sched.com/event/qXMw/the-british-national-teaching-repository

DARE To Transform. An invited talk with Dr Dawne Irving-Bell, Edge Hill University. Dr Irving-Bell will discuss her recent SoTL output 'The Courage to SoTL' and SoTL in more general terms. Wed 24th Nov 1.30-2.30pm Open to all university staff

Welcome to The Journal of Social Media for Learning.This link provides access to the complete edition of our 2021 Summer Edition.Our ethos is centred around the creation of a supportive space where all colleagues, but particularly those new to publishing, can contribute to the scholarly discourse about their academic practice, and if they so wish secure opportunities to gain experience of peer-review and journal editing.To access individual papers please visit the journal website here:https://openjournals.ljmu.ac.uk/index.php/JSMLISSN: 2633-7843

The Personal Tutoring System at Edge Hill University (Policy). Revised and Approved June 2022 https://doi.org/10.25416/edgehill.12619148

The Jounral of Social Media for Learning: Winter Edition, The Journal of Social Media for Learning, Vol 3 No 2 (2022): The Journal of Social Media for Learning: Winter Edition

Edge Hill University Personal Tutor Guidance for Students. Updated Autumn 2022

Despite its importance, notetaking is under-researched and under-theorised. To further our work in this field and enhance our understanding of notetaking so we can develop better (up to date) guidance and support, in we invite you to participate in ‘The Great Global Notetaking Survey!”. Please use the QR Code in this poster or visit: https://edgehill.onlinesurveys.ac.uk/visual-thinking-the-great-global-note-taking-survey-cop Thank you! Citation DOI: 10.25416/NTR.20036534

The National Teaching Repository. A Presentation for The University of Glasgow. March 2022Shape your practice and grow your academic profile by securing recognition for your everyday scholarship.Discover: https://t.co/TNAUXFfeCnShare: https://t.co/y73UsvO7CwTwitter: @NTRepository