Wits University wrote about the newly appointed Director of the Legitimation Code Theory (LCT) Hub, Prof Lee Rusznyak and her efforts in helping Wits students through the Covid-19 pandemic in 2020. It focuses on her work with the Teacher Choices in Action initiative that has helped thousands of students in South Africa as an alternative to school practicals within the context of the global pandemic.

The Raspberry Pi Foundation published Hello World, the big book of computing pedagogy which includes an article on the use of semantic waves for this purpose, based on the work of Paul Curzon and Karl Maton.

Legitimation Code theory is used to prepare thousands of South African teacher trainees for practice-based learning. Concepts from LCT empower trainees to analyse how teachers work with knowledge across different subject areas and year groups. They learn why practices may work in some classroom contexts but not in others. Since it was launched in August 2020, more than 40,000 trainees from 24 universities have completed the course as part of their teacher qualification requir

The UK National Center for Computing Education has adopted semantic waves as one of their 12 core pedagogy principles. This LCT idea is now embedded in the way they design their resources for teacher CPD across England and for their comprehensive ‘A level’ (and coming GCSE) resources developed for student online learning across the country.

A series of videos on using LCT to teach English for Academic Purposes from the British Association of Lecturers in EAP.

Jonathan Bean wrote about sustainable housing and building using LCT as a lens to teach these ideas.

Olwyn Alexander wrote about how to use Autonomy to understand spontaneous teachable moments in the classroom.

Over at the DigiTeacher Dorian Love wrote about unpacking racism using LCT’s constellations.

Steve Rollet even dreams about LCT while sleeping! In his waking hours he wrote some examples and explanations on how to use LCT’s Autonomy.

Erik the Linguist wrote about one-sentence paragraphs in academic writing using semantic waves.

At the Universidad Autónoma de Madrid there is a longitudinal research project studying CLIL students using semantic waves.

Steve Rollett reflected on how LCT’s constellations and cosmologies can help analyze the cosmology of education, especially after the impact COVID-19 has had.

Dorian Love has written on how to decolonize literature studies using LCT’s Semantics, applying semantic gravity and semantic density to analyze poetry.

Steve Rollett wrote about focusing on knowledge itself using semantics, using examples of an online review of the Sonic the Hedgehog film and of an online class.

Olwyn Alexander wrote about metaphors and using Semantics to approach English for Academic Purposes (EAP).

Dorian Love over at the DigiTeacher wrote about what has been learned so far in regards to online teaching and learning due to the current Corona–imposed lockdown and quarantine. He contextualises it with an overview of the current three dimensions of LCT so it also doubles as a refresher!

Dorian Love has written on using semantic waves to help students program robots.

The University of Sheffield published a set of resources using LCT’s Specialization to help students engage with critical thinking and writing in one of their online resources.