Working together: reflections on a non-hierarchical approach to collaborative writing

The process of writing is a cornerstone for academia, reflecting values such as rigour, critique and engagement (Mountz et al., 2015). Academic writing is typically valorized as an individual endeavour, but with the advancement of technology such as synchronous online writing platforms, opportunities to construct scholarly knowledge collaboratively have multiplied (Nykopp et al., 2019). Collaborative writing (CW) involves ‘sharing the responsibility for and the ownership of the entire text produced’ (Storch, 2019, 40), factors that have certainly been enhanced by developing technologies. CW differs from cooperative writing, which involves a division of labour with each individual being assigned to, or completing, a discrete sub-task (Storch, 2019). This chapter discusses the reflections of ten authors from a UK-based research virtual Community of Practice (vCoP) on the challenges and positives encountered during the CW of a research journal article using a shared Google Document

Collaborative writing communities for Learning Development research and practice

This workshop discussed how collaborative reflection and writing provides us, as a group of Learning Developers, with insights into our role and sense of identity. The wider potential for using collaborative writing to develop topics of mutual interest was also explored. Our reflections on the collaborative writing process arose from our first-hand experience of collaborative writing (Bickle et al., 2021). Therefore, we aimed to introduce participants to the tools we used for our writing and encourage them to experience the tools themselves to stimulate a discussion on the potential and challenges of collaborative writing for LD research and practice. We hoped to increase participants’ understanding of collaborative writing through practice and reflection and provide ideas on how others can initiate a collaborative writing community. The introduction briefly outlined the insights we gained from our study, focussing particularly on the way collaborative writing served as a tool to examine and broaden our identities as Learning Developers. It also introduced the methodologies for creating (collaborative writing) and analysing (collaborative autoethnography) data. Next, participants were invited to try out collaborative writing activities and reflect on their potential use as part of their own practice. We used a Google document (Figure 1) to collect their spontaneous responses to short writing prompts related to the challenges and potential of collaborative writing. Finally, at the end of the session, participants left with tips and techniques on how to develop a collaborative writing group of their own

Why do an online Change Laboratory?

This technical submission was created collaboratively, by a group of researchers united by shared interests and experiences in conducting research online using the Change Laboratory methodology. Our current contribution seeks to inform and engage colleagues, setting out a collaborative response to a relatively unsophisticated yet reflexive and timely question: Why do an online Change Laboratory? To us, it seems that this question could be interpreted in multiple ways: why should people become involved in an online Change Laboratory, as discrete from an onsite Change Laboratory; why should people become involved in an online Change Laboratory, as discrete from using other online options; or why should people become involved in any type of research-intervention at all. As individual researcher-interventionists, who meet regularly to share our experiences and interests in online Change Laboratories, we also interpret this question in multiple ways, and we hope that our collaborative response reflects our diversity of thought (a closing section of this paper described how we worked in its production). We seek to encourage colleagues to further explore these and other questions about online Change Laboratories, and we call for others to join us in purposeful conversations to advance the methodology

Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice

This article discusses the creation of a research-focused virtual community of practice (vCoP) for geographically-dispersed third space professionals, motivated by desires for enhanced professional collaboration, visibility and identity. The authors used collaborative autoethnography (CAE) to evaluate their personal reflections as vCoP participants. Data were gathered in two collaborative writing activities and analysed using thematic analysis (TA). The TA identified two connected themes, which capture the vCoP members’ aspirations to transcend their current roles and be research-active through connecting with like-minded professionals. Collaborative writing activities, including authoring this paper, cultivated elements of academic identity such as independence and purpose. A non-hierarchical and supportive vCoP environment allowed the members to work beyond time and institutional constraints to foster the evolution of the community and an emerging sense of professional identity beyond that typically associated with third space roles. The paper offers a model of collaboration that could help groups in similar situations

Collaborative writing communities for Learning Development research and practice

This workshop discussed how collaborative reflection and writing provides us, as a group of Learning Developers, with insights into our role and sense of identity. The wider potential for using collaborative writing to develop topics of mutual interest was also explored. Our reflections on the collaborative writing process arose from our first-hand experience of collaborative writing (Bickle et al., 2021). Therefore, we aimed to introduce participants to the tools we used for our writing and encourage them to experience the tools themselves to stimulate a discussion on the potential and challenges of collaborative writing for LD research and practice. We hoped to increase participants’ understanding of collaborative writing through practice and reflection and provide ideas on how others can initiate a collaborative writing community. The introduction briefly outlined the insights we gained from our study, focussing particularly on the way collaborative writing served as a tool to examine and broaden our identities as Learning Developers. It also introduced the methodologies for creating (collaborative writing) and analysing (collaborative autoethnography) data. Next, participants were invited to try out collaborative writing activities and reflect on their potential use as part of their own practice. We used a Google document (Figure 1) to collect their spontaneous responses to short writing prompts related to the challenges and potential of collaborative writing. Finally, at the end of the session, participants left with tips and techniques on how to develop a collaborative writing group of their own

Growth factors and wound healing

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Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice

This article discusses the creation of a research-focused virtual community of practice (vCoP) for geographically-dispersed third space professionals, motivated by desires for enhanced professional collaboration, visibility and identity. The authors used collaborative autoethnography (CAE) to evaluate their personal reflections as vCoP participants. Data were gathered in two collaborative writing activities and analysed using thematic analysis (TA). The TA identified two connected themes, which capture the vCoP members’ aspirations to transcend their current roles and be research-active through connecting with like-minded professionals. Collaborative writing activities, including authoring this paper, cultivated elements of academic identity such as independence and purpose. A non-hierarchical and supportive vCoP environment allowed the members to work beyond time and institutional constraints to foster the evolution of the community and an emerging sense of professional identity beyond that typically associated with third space roles. The paper offers a model of collaboration that could help groups in similar situations

Emerging from the third space chrysalis: experiences in a non-hierarchical collaborative research community of practice

The ALDinHE Research Community of Practice was founded in April 2020 and became a virtual community (vCoP) because of the pandemic times. We are a small group of UK-based Learning Developers who are research-active to various (contractual and non-contractual) extents. We meet monthly as a supportive space in which to discuss and develop our research ideas with like-minded others, and have thrived and grown as a group using this format. The vCoP has also led to collaborative research between its members, such as the paper from which this contribution is born: at a very reflective and meta-level, we examined and wrote collaboratively about how we had come together across institutional and geographical boundaries. In doing so, we suggested ways in which both the wider learning development community, and individuals and groups within it, can bolster the research component of their professional identities The formation of the vCoP, as described in the JUTLP paper, could also serve as an example to others who would like practical suggestions about how to foster a common interest