#Take5 #151 Stories as Evidence - ALDinHE This #Take5 blog is brought to you from a team of Changemakers at the London College of Communication (LCC), part of the University of the Arts London (UAL).

#LoveLD #Shoutout for #take5 #151: aldinhe.ac.uk/take5-151-st... - Stories as Evidence - by #KevinBrazant and The Changemakers - winners of the inaugural #ALDinHE #TomBurns Memorial Award: aldinhe.ac.uk/accreditatio...

Social Programme ALDcon26 - ALDinHE Our online delegates can dip into a range of light-touch, creative activities designed to spark curiosity and connection. Try your hand at a home scavenger

#LoveLD - love #ALDcon26 and its wealth of social events - Leeds - 12th (online) & 15-17 June 2026: aldinhe.ac.uk/aldcon/socia... . Conference booking open now: aldinhe.ac.uk/aldcon26/

#Take5 #152 Becoming Archive-Minded: Using Primary Sources in Research Practice - ALDinHE This #Take5 is brought to you from David Baldwin, Head of Special Collections at London Metropolitan University. David is sharing how he uses the Special

#LoveLD - love the latest #Take5 on #SpecialCollections: aldinhe.ac.uk/take5-152-be... - from #LondonMetLibraries !! #LTHEchat #edchat #studychat #ALDinHE #LearnHigher

a cat is sitting in a glass bowl on a wood floor ALT: a cat is sitting in a glass bowl on a wood floor

Thanks, wonderful #LTHEchat community. You bring sparkle to the middle of the week and so so much joy.

Thank you @hintondm.bsky.social and all you #LTHEchat people for a thoughtful, reflective hour. Another happy place!

The What, So What, Now What (Rolfe, 2001) is a simple favourite of mine. Can be used in different contexts and *cough* wars in foreign countries! #LTHEChat

A6 #LTHEChat Step away an do something different, draw my ideas instead of writing them,voice note knowing no-one will ever listen to it (just as well!), and talk it out with colleagues who will encourage new insights. I am now also trying out AI led reflection (but appreciate that's controversial)

A6 #LTHechat Example structure:

This intervention resulted in… (impact claim). Evidence of this was apparent when students… (student lens). A colleague noted… (peer lens). This aligns with and extends… (theory). This process challenged my assumption that… (autobiographical).

A4. For me it’s students. Even when it’s staff development, for me in my context it’s still about how that translates to enhancing experience/outcomes (and outcomes is broadly defined!) for students. #LTHEChat

#LTHEchat A6 Working & writing collaboratively. Writing in the same document - not preceded by a formal plan - but creating a space for ideas to emerge. Finding the literature. Collecting more evidence. Back to that all important, SO WHAT question. KEY: Making that writing a happy place.

Q6 - What tools, prompts, or stems help you get “unstuck” when reflecting?

Reply with A6 #LTHEChat and your response.

A5 #LTHEchat literature and policy agree on one thing:
No single lens is sufficient to demonstrate educational impact in HE. Impact becomes persuasive when educators consciously orchestrate evidence across lenses, rather than defaulting to theory + self‑reflection.

Finding friends & allies to write and work with helped me here. We could support each other to write together and explore what we had done through that writing - then find a call for papers and try to shape it. It felt good to reflect collectively in a way that flexed writing muscles, too #LTHEchat

Q5 - How do you use triangulation to show change and evidence educational impact?

Reply with A5 #LTHEChat and your response.

How a School's Language Lab Teaches Non-Phonics Reading Skills In 'language lab,' teachers work on vocabulary and syntax to help students understand complex text.

How a School's Language Lab Teaches Non-Phonics Reading Skills: In 'language lab,' teachers work on vocabulary and syntax to help students understand complex text.

A5 #LTHEChat I like to start with a good understanding of the aims, something external and solid, drawn from the reality of the programme designed, the intervention, and then move in to the learner experience, peer feedback, the theory that informed and can critique the approach taken.

#RuleOfThumb #LTHEchat examining each lens and asking

If impact feels thin → strengthen the student lens

If claims feel self‑justifying → add the peer lens

If practice feels context‑bound → deepen the theoretical lens

If the narrative lacks coherence → clarify the autobiographical lens

And that's my answer to Q5 (So - #LTHEchat A5 - I thank you!)

A3 #LTHEChat I like Rolfe- what, so what, now what for simplicity. If I'm writing examples, I like CARR- context, action, result, reflection. Gibbs is useful when starting with reflection but quite long otherwise

#LTHEchat

1. Student evidence answers whether there was impact
2. Theory explains what kind of impact
3. Peers confirm trustworthiness
4. Autobiography shows responsibility and learning

#LTHEchat A4 As a teacher, impact on students every time - as a staff developer - seeing my staff-as-students' engagement, their articulation of insight, understanding and intent and - hopefully - their entry into #SoTL as they then write about their impact on their students.

Q4 - Which evidence – student, peer, autobiographical, theoretical – best helps you show impact?
Reply with A4 #LTHEChat and your response.

#LTHEchat
#SentenceStems
This intervention mattered because…
Evidence of impact was apparent when students…
A significant shift occurred in…
This experience reshaped my understanding of…
The most meaningful impact was not immediately visible, but…

A1 #LTHEChat mostly impact not captured by metrics, but even with data, for long-term preservation of data like student feedback- if you don't keep it you lose it especially with job changes but how to retain data while abiding by gdpr?

#LTHEchat A3 Remembering the "So what?" question! One thing I try to stress with student writers particulalry is that the writing needs a good balance between the description, the analysis and the inferences drawn - so much easier to teach than to do!

Q3 - What helps you move from describing events to interpreting their significance?
Reply with A3 #LTHEChat and your response.

#LTHEchat A2 Thisis a tricky one. I tend to write with others -and to use the collaborative writing itself as a process of inquiry. In that any of us might start anywhere, using our own favourite lens perhaps - and hopefully the collective composition is the triangulation.

Q2 - Which of Brookfield’s Four Lenses do you lean on most - student, peer, autobiographical or theoretical – and which could help you triangulate better?
Reply with A2 #LTHEChat and your response.

Yes - when mentoring people through the accreditation process the biggest discomfort mentees face is claiming sole credit for certain projects or actions - and then are even more embarrassed to ask for feedback and evidence of impact on the practice of others. #LTHEchat

In the context of my recent PFHEA claim which included a lot of reflective writing I needed to be fairly shameless in asking other people to provide materal on impact which could be used for evidence #LTHEchat