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Text of the page (random words):
on are staff comfortable engaging in online educational spaces my findings in my 2016 edd research was that we are not quite there yet regarding the seamless use of technology a lot done a lot more to do as they say and it s complicated it s not just about the technical aspects the skills chiefly our confidence and our identities prepare us or inhibit our participation in an online educational world more resources my paper asked if staff in higher education are prepared for professional learning in online spaces can they comfortably and confidently navigate and participate in online spaces such as twitter read more on doi 10 1080 1360144x 2018 1520109 muireann o keeffe 2018 academic twitter and professional learning myths and realities international journal for academic development 24 1 35 46 index survey contribute to the survey asking about digital capacity an eu digital competence self assessment tool posted in pact course 2 comments me and my professional development posted on november 21 2019 by muireann o keeffe so this pact course has asked some useful questions i ve always been the one to urge others to list their pd activities but now i get the opportunity to think about my own list them and reflect upon them the national professional development framework for all staff who teach in higher education provides 4 typologies of professional development activity these span informal non formal and formal types being an academic developer i feel that i need to keep abreast of things in my area and in 2009 i discovered twitter from there i found a network of higher education professionals teachers academics learning techs academic developers all sharing information on what i was interested in all of this helped my professional learning at the time roisin donnelly and i were establishing the msc in applied elearning the assessment included a professional eportfolio so for me twitter was a way to update the students in all things elearning while also showing them the power of twitter and harnessing social networks offered in the online space ten years later twitter is a useful tool for prof learning but a very different and more precarious space i feel at least indeed other early academic twitter adopters feel this way too despite this twitter can be a tool that enables informal learning sharing and networking among professionals a platform from where learning happens essentially my informal learning on twitter turned into formal professional learning when i turned it into an opportunity for research i gathered data from a conference twitter backchannel and also interviewed higher education professionals on how and why they used twitter for prof learning i found that while they found it a useful learning tool it was also used with trepidation some preferred to lurk on the twitter backchannel rather than openly participate and it was the highly confident professionals who tweeted openly and networked with others anyway you can read more here on the ilta journal or on the ijad journal my professional learning has spanned the spectrum of types of prof learning in formal twitter networks blog conversations nonformal learning reading writing articles watching videos participating in moocs how to survive your phd summer schools and formal professional learning edd exploring higher education professionals use of twitter for learning posted in learning pact course professional learning leave a comment back to the online classroom posted on november 5 2019 by muireann o keeffe i am back back from maternity leave and back on this blog after 2 years so without thinking much about it i signed myself up to join in the pact digital badge from the national forum for the enhancement of teaching and learning this afternoon we got a whistle stop tour of the course from the facilitators and i am really looking forward to participating i hope it might inform my work with the pg cert students here at tu dublin or perhaps play a role in their future cpd it also feels good to be back in a learning circle again meeting peers and being part of a bigger network of teaching and learning development we are all looking forward to gaining and giving on the pact course and working towards various aims that will help our learning and roles in various areas of work as ken one of the facilitators said today every day is a school day posted in identity learning pact course professional learning 1 comment action learning sets posted on september 19 2017 by muireann o keeffe i came across the use of action learning sets when working in the institute of leadership in the royal college of surgeons of ireland we designed action learning sets to involve students in small group work so they could solve real problems take actions and learn from putting their solutions into action questioning is important in action learning and helps the student with the issue or problem to find solutions for themselves in this video https www youtube com watch v q2ij91a2_oo david coghlan from trinity college dublin talks about action learning and how through a questioning approach students can solve problems and put learning into action if you would like to read more on action learning as a strategy pauline joyce of the rcsi has written the use of action learning to support organisational change initiatives see http epubs rcsi ie cgi viewcontent cgi article 1014 context ilhmart posted in design education leadership learning peerlearning leave a comment collegiality on the twitter backchannel posted on june 1 2017 by muireann o keeffe last week i read the thesis whisperer s latest post authored by dr alexandra hogan about how to make the most from conferences her advice was useful for those attending academic conferences conferences are great opportunities to hear scholars in your area of interest they provide opportunities for valuable face to face meetings and the opportunity to ask others about their research conference presenters love questions about their work and research they get a kick out of knowing that their work is making a difference to others moreover conferences can trigger valuable conversations and participation in research networks just this morning the annual ilta edtech conference got underway iltaedtech2017 i can t attend this year but i m following the conference twitterstream with envy twitter and other forms of social media amplify and extend the energy and critical conversations of a conference lorna campbell has presented about the amplification of academic events using social media and certainly at iltaedtech2017 there is evidence of the messages of presenters reaching a far greater online audience than just those in the physical venue thanks to those tweeting edtechers today it was great to be in touch with proceedings from afar but returning to alexandra s points in the thesiswhisperer post attendance at conferences provide opportunities to talk in more depth with other researchers and to extend networks furthermore the online conference space is powerful for amplification of conference ideas also participating or peripherally participating on social media platforms such as the twitter conference backchannel can be beneficial in disseminating conference proceedings establishing connections with other scholars and starting conversations tips for tweeting on the backchannel some advice from alexandra s post can also be related to the conference backchannel on twitter if someone gives a great talk let them know however if you just say to someone i really enjoyed your talk they will say oh thank you and the conversation can stall instead link your compliment to your own research similarly this advice can also be taken on board for the twitter backchannel give compliments but provide reasons why the presentation or research resonated with you ask questions of others via the backchannel remember the backchannel is an opportunity to extend conference participation ask open questions start conversations be mindful of others on the backchannel however we need to bear in mind that presenting a paper is scary enough for most academics and negative tweets may be perceived as trolling therefore it is necessary to be carefully collegial in comments and questions on the backchannel that way we build capacity confidence and critical thinking in the online space of the conference which might contribute to the initiation of trusting relationships and future collaborations posted in collaboration conference social media twitter tagged conferences twitter leave a comment whole class feedback via screencast posted on march 31 2017 by muireann o keeffe i have been teaching an assessment and feedback module for lecturers and those who support teaching in dcu this semester when planning for the module i spoke to dcu students about their experiences of assessment and feedback the students highlighted that they wanted clarity and consistency in assessment criteria and they wanted timely feedback some of the students described how their lecturers showed them what an example assignment looked like this reminded of what john hattie talks about in showing the students what success looks like i also met with the lecturers the upcoming participants of the module before it commenced to explore the challenges they faced with assessment and feedback in their teaching to see what i could do to help solve their problems in practice interestingly comments from the lecturers resonated with bloxham and boyd 2007 they criticised students as being grade oriented failing to take account of the feedback undeniably students not interested or valuing feedback is a hot topic among educational researchers right now indeed carless 2015 claims that unless feedback is acted upon it has no real value moreover naomi winstone and chris nash and have highlighted how learners need to be supported in valuing feedback and acting upon it this has resulted in the developing engagement with feedback toolkit deft more recently until 2016 i was a student studying an educational doctorate at the beginning of the programme we had some essay assignments to enhance our writing practices looking back these were formative learning activities with in depth feedback given by reviewers but i also got a mark for my performance and every time i got the feedback i looked the numerical result first and breathed a sigh of relief i admit now that i was also a grade oriented student in thinking about this i consider myself as conditioned by the system to primarily seek a grade as a way of benchmarking my own capability in comparison to others while i didn t ignore the formative feedback i think reflection is necessary about our own attitudes and behaviours as educators towards marks and feedback but coming back to the purpose of this post feedback approaches supported with technology namely audio and screencast feedback in earlier teaching practices i used podcasts to provide feedback on student draft work at the time i didn t evaluate the audio feedback approach but i received positive comments from students saying it was good to hear my voice and that it helped them interpret the feedback more easily recent literature found that a range of feedback techniques written audio and video enabled students to get a stronger insight into academic performance mccarthy 2015 and that the use of audio feedback can facilitate a more personal and authentic connection between teaching staff and learners dixon 2015 while i have created audio feedback for a number of years i thought it was time to diversify and bring in a novel approach the y1feedback project offers rich insights into the feedback practice of lecturers in irish higher education institutions indeed corcoran 2017 and rodgers 2017 both advocate screencasting as a means to provide generic whole class feedback as a timely follow up to an assignment cranny 2017 citing mayer and moreno 2003 indicates that screencasting combines the two major senses visual and auditory input and this can be beneficial for meaning cranny 2016 also asserts that using audio visual feedback can help mitigate against potential ambiguity that may occur with traditional written feedback the approach i used keeping in mind the approaches of cranny 2017 rodgers 2017 and corcoran 2017 i designed an audio visual screencast to highlight 3 mains issues arising within student assignments while there were more than 3 potential issues to give feedback on my colleague clare gormley reminded me that 3 key takeaways could help student engagement with the feedback so the process of generic whole class feedback via screencast involved gathering 3 key feedback points creating a powerpoint presentation using quicktime player to record the screencast uploading to youtube as an unlisted video and sharing the link with all students and there we have it a screen cast of feedback highlighted 3 key points for the students to focus on in their further work on the module watch it here and please pose comments on how this might be improved or what you do in your practices references bloxham s and boyd p 2007 developing effective assessment in higher education maidenhead open university press corcoran m 2017 general feedback on exam performance in technology enabled feedback approaches for first year y1feedback case studies in practice y1feedback available from https www y1feedback ie cranny d 2016 screencasting a tool to facilitate engagement with formative feedback aishe j the all ireland journal of teaching and learning in higher education 8 3 pp 2911 2927 dixon s 2015 the pastoral potential of audio feedback a review of the literature pastoral care in education 33 2 96 104 mayer r e and moreno r 2003 nine ways to reduce cognitive load in multimedia learning educational psychologist 38 1 pp 43 52 mccarthy j 2015 evaluating written audio and video feedback in higher education summative assessment tasks issues in educational research 25 2 rodgers j 2017 screencasting for enhanced and manageable large group feedback in language learning in technology enabled feedback approaches for first year y1feedback case studies in practice y1feedback available from https www y1feedback ie y1feedback 2016 technology enabled feedback in the first year a synthesis of the literature available from y1feedback ie posted in assessment feedback innovation tagged assessment feedback leave a comment oer17 here i come posted on march 23 2017 by muireann o keeffe just under 2 weeks to oer17 in london and i m revisiting my abstract preparing my presentation and reviewing the conference programme i ve also been invited to participate in a plenary panel with catherinecronin and czernie this is a really exciting opportunity as i feel more than ever before i will need to keep my critical eyes peeled at the conference with laura and catherine i hope to sum up explain and ask more questions relating to this burgeoning research field overall i am really loo...
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