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

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

Inclusive learning development practices: the consequences of flexibility and choice in the hybrid era

The Covid-19 pandemic, and the move to online teaching and learning, has provided opportunities for the learning development (LD) community to find new and innovative pedagogical approaches to providing a more inclusive learning environment. Many of these opportunities are now being incorporated into a new hybrid era of teaching, which seeks to build the ‘best of both worlds’. To embrace this new era of flexibility, hybrid learning and teaching strategies need to be developed rather than merely being a reaction to a global health emergency. Based on the experiences of two learning developers at different UK institutions, this paper reflects on the benefits and disadvantages of a hybrid mode of delivery of one-to-one tutorials, one of the cornerstones of LD provision. Within this paper we define hybrid teaching as a combination of online and physical environments (Gamage et al., 2022)

Identification and analysis of genetic modifiers of mutant huntingtin toxicity in Saccharomyces cerevisiae

Huntington’s disease (HD) is a fatal late onset neurodegenerative disorder that is caused by an expansion of a polyglutamine encoding tract in the Huntingtin gene. This expansion in mutant huntingtin (mHtt) causes the protein to misfold, aggregate and leads to widespread cellular dysfunction principally through a toxic gain of function mechanism. The expression of mHtt in baker’s yeast recapitulates many of the cellular phenotypes observed in mammalian models. Here I have exploited a yeast HD model to perform genetic screens for mammalian cDNAs whose overexpression suppresses mHtt toxicity. We identified 102 protective genes, which are significantly enriched for components of the translational machinery. Further investigations revealed that translational efficiency but not fidelity is decreased in yeast expressing mHtt. Interestingly, overexpression of a subset of these genetic modifiers further decreases the efficiency of translation in yeast. I have validated a subset of the translation related suppressors in a neuronal model of HD and observed that their overexpression significantly reduces mHtt-dependent caspase activation. In yeast mHtt aggregation and toxicity are dependent on the presence of the Rnq1 prion. Previous genetic screens in our laboratory have identified a number of other putative yeast prions as modifiers of mHtt toxicity. I have further investigated their ability to alter mHtt aggregation and to substitute for the Rnq1 prion. I have observed that overexpression of the aggregation prone Ybr016w and the Sup35 prion partially restores aggregation of mHtt in a dose-dependent manner in a rnq1Δ strain. My studies have revealed new information about the role of genetic modifiers in mHtt toxicity and aggregation, and may help inform novel therapeutic strategies for HD

Aggregation-prone proteins modulate huntingtin inclusion body formation in yeast

Huntington's disease (HD) is a fatal neurodegenerative disorder caused by a polyglutamine expansion in the huntingtin (HTT) protein. The expression of mutant HTT in the baker's yeast Saccharomyces cerevisiae recapitulates many of the cellular phenotypes observed in mammalian HD models. Mutant HTT aggregation and toxicity in yeast is influenced by the presence of the Rnq1p and Sup35p prions, as well as other glutamine/asparagine-rich aggregation-prone proteins. Here we investigated the ability of a subset of these proteins to modulate mutant HTT aggregation and to substitute for the prion form of Rnq1p. We find that overexpression of either the putative prion Ybr016wp or the Sup35p prion restores aggregation of mutant HTT in yeast cells lacking the Rnq1p prion. These results indicate that an interchangeable suite of aggregation-prone proteins regulates mutant HTT aggregation dynamics in yeast, which may have implications for mutant HTT aggregation in human cells

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

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