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On a Friday afternoon, just over a week ago, I started with a new group of participants on our Learning Technologies module, CEL263, part of the PG Diploma in Academic Practice offered at CELT. During  the module, we explore various technologies for teaching and learning. For the last number of years I've introduced twitter as a tool for communication as part of the course. Every year we have a few people who user twitter, some who have twitter accounts (but little more) and some who have never explored twitter at all. To motivate, participants can earn a Twitter Novice badge, awarded for completing a twitter profile and tweeting a few things using the #cel263 hashtag. I also maintain a twitter list , which includes all the people who have been enrolled on the module in the last 5 years - currently 61 people. They are not all active, but those who keep tweeting make a great contribution to the CEL263 weekly newsletter , which is full of news and articles all year round. So, that Fr...

In my role, I wear a number of different hats. Sometimes they are distinct, but often they overlap. Apart from the use of technologies for learning, one of my major interests is in supporting academic integrity - not just plagiarism detection, but the creation of an environment where scholarly work can flourish. At the 6th International Integrity & Plagiarism conference this summer, I found these two interests overlapping in a new way (for me) in Toni Sant's keynote talk. For a long time, I have been trying to persuade academic staff that Wikipedia is not necessarily the work of the devil. I argued that it can be a useful place for students to start researching a topic and can direct them towards more authentic and useful resources. I'd even heard of student assignments based on editing wikipedia, but I hadn't really thought too much about it. What's wrong with Wikipedia? @tonisant #6iipc pic.twitter.com/tYWP8szPTI — Sharon Flynn (@sharonlflynn) June 17, 2014 Toni...