iiinova — where your digital self keeps evolving

A5 Stem hard subjects quat vs soft qual (huge over generalisation) but the harder more numerical research is often seen as proper research and perceived as being less biased. So qual not proper research

000

A5 restricting research events and training to certain roles (so called research active academics) excluding those wanting to explore the research possibilities #LTHEchat

040

The same I am still a ‘student’ so not a proper researcher

⬆️ this! time, space and resources to undertake research. Often there just is not time to step back and reflect let alone move forward based on our practice and research

A3 if you qualify for research time allocated which is often linked to being REFable and bringing in funds not my meaning but used by others as a measure #LTHEchat

A1 I have a copy of Pharmacology by Rang and Dale that I can’t part with. Reminds me of my love of science. A field I no longer work in science but reminds me that it is part of my past.

000

A6 in terms of making the environment more accessible to all timetable in a way that works for students so give students 1 day with no classes that is the same for the duration of their degree to allow students to plan and commit to paid work.

My concern with this approach is that we do need to ensure that we are reaching all students and not just students who already feel that they belong so that we are getting representation of all students.

120

A3 have events that are geared towards neurodivergent students with access to current neurodiverse students as guides there to answer questions. Ability to access recorded or online sessions. #LTHEchat

A2 Depends how academic skills are embedded. They can often be labelled as support rather than a skill like any other that needs to be developed, so students view as something that is nice to do rather than a must do and as being in deficit is they need the ‘support’ #LTHEChat

121

A5 just using the phrases like ‘you won’t be able to do that’ or ‘you will be expected too…’ are loaded statements implying that what you are doing currently is ‘wrong’ #LTHEChat

000

A4 for longer session for example an online shut up and write session making it clear that joining for part of the session is fine. #LTHEChat @sarahjrhodes.bsky.social

Absolutely it does mean that I need to speak clearly and not too fast (which I have a tendency to do) to cater for this.

000

A3 I have not done it but would like to try using 10 minute yoga nidra sessions. I think it would work well online as it can be done sitting down. #LTHEChat @sarahjrhodes.bsky.social

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A2 students not attending live online sessions. But actually many prefer the recording so the can slow or speed up the recording accordingly #LTHEChat

111

A1 online vision overload trying to ensure everything works visually online, slides, background and making sure constantly looking at the camera #LTHEChat

It certainly makes you reflect more when it stings a bit! I may be talking from personal experience 😺

120

A5 By having a discussion around how different disciplines approach things with a different lens and how our lived experiences all bring something different and unique and by engaging and embracing this we can all gain something from each other. #THHEChat

A1 seeking and engaging with feedback but it can feel uncomfortable at times #LTHEchat

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Jacqui Thijm @jacquithijm.bsky.social · 15/04/2026

A1 yes they do tend to want to know what the right answer looks like but appreciate that there was a more than one view that contributes to that. They do want a ‘formula’ for the right answer (high marks) #LTHEChat

121

A3 #LTHE Reviewing and then allowing time for background synthesis not rushing the process, but the line between this and procrastination can be blurry.

Jacqui Thijm @jacquithijm.bsky.social · 15/04/2026

A2 #LTHEChat student and theory definitely need to lean into the peer and autobiographical more.

Jacqui Thijm @jacquithijm.bsky.social · 14/04/2026

Would I be right in assuming that the is the 15 of April and not March?

110

It is about those little glimmers that you don’t know you are having an impact until a student tells you.

220

And admitting that they may have things not quite right when this happens

A3 #LTHEchat Understanding when when action is required and when it is about listening and letting people know that their efforts are seen and appreciated.

140

A2 #LTHEchat Someone who has the everyone’s back and is willing if needed to push back if needed.

141

T-FΨN (Teaching-Focused University Network) @t-fun.bsky.social · 23/03/2026

A1 #LTHEchat it requires time and space to reflect, mutual respect, where all voices are heard.

041

Reposted by Jacqui Thijm

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001

A5 unplanned off the cuff comment s may not always land in the way that you intended so I would say use with caution. #LTHEchat

A3 I think that the use of a humorous picture or cartoon can be effective particularly in a word heavy slide (esp when a word heavy slide(s) can’t be avoided) #LTHEchat

I am still a student and a lecturer made a joke that was not appropriate and made everyone feel uncomfortable.

152

If used well and appropriately it works well and a good way to check if everyone is paying attention.

A5 #LTHE taking control of my own CPD (and paying) and developing the knowledge and skills to evolve and understand more about my role and the space I work in.

Same I also stated as a lab tech! Had a short spell in HE as a lab manager and then back into HE in a student support role.

A3 #LTHE a belief that what I do is important and makes a difference in terms of drive. Still not sure on what my profession identity is seems to be ever changing.

A2 #LTHEchat quite often feel I don’t quite fit not fully an academic and not fully professional servicies. So just get on with things. Definitely in the difficult third space.